School etc

Holy Family Catholic Primary School, Addlestone

Holy Family Catholic Primary School, Addlestone
Ongar Hill

phone: 01932 846366

headteacher: Mr Steve Tindall

reveal email: i…


school holidays: via Surrey council

212 pupils aged 4—11y mixed gender
210 pupils capacity: 101% full

110 boys 52%


105 girls 50%


Last updated: June 20, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 504145, Northing: 164013
GPS coordinates
Latitude: 51.366, Longitude: -0.50542
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 3, 2013
Diocese of Arundel and Brighton
Region › Const. › Ward
South East › Runnymede and Weybridge › Chertsey South and Row Town
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Addlestone

Schools nearby

  1. 0.1 miles Ongar Place Primary School KT151NY (233 pupils)
  2. 0.3 miles St Paul's CofE Primary School KT151TD (399 pupils)
  3. 0.3 miles Abbeylands School KT151TE
  4. 0.3 miles Jubilee High School KT151TE
  5. 0.3 miles Jubilee High School KT151TE (646 pupils)
  6. 0.3 miles St Paul's CofE Primary School KT151TD
  7. 0.4 miles Sayes Court School KT151NB (221 pupils)
  8. 0.5 miles Sayes Court School KT151NB
  9. 0.7 miles Ottershaw CofE Infant School KT160JT (218 pupils)
  10. 0.8 miles Darley Dene Primary School KT152NP (159 pupils)
  11. 0.8 miles Meadowcroft Community Infant School KT169PT (83 pupils)
  12. 0.8 miles Ottershaw CofE Junior School KT160JY (231 pupils)
  13. 1 mile New Haw Community Junior School KT153RL (352 pupils)
  14. 1 mile The Grange Community Infant School KT153RL (270 pupils)
  15. 1 mile Meath School KT160LF (49 pupils)
  16. 1.1 mile St Peter's Centre KT160PZ
  17. 1.1 mile New Haw Community Junior School KT153RL
  18. 1.2 mile White Lodge Children's Centre KT160AU
  19. 1.3 mile Salesian School, Chertsey KT169LU (1402 pupils)
  20. 1.3 mile Philip Southcote School KT152QH (115 pupils)
  21. 1.3 mile Claybourne School KT152QH
  22. 1.4 mile St George's College Weybridge KT152QS (937 pupils)
  23. 1.5 mile St Anne's Catholic Primary School KT168ET (457 pupils)
  24. 1.5 mile Fullbrook School KT153HW

List of schools in Addlestone

School report

Holy Family Catholic

Primary School, Addlestone

Ongar Hill, Addlestone, KT15 1BP

Inspection dates 3–4 December 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Outstanding 1
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.

The headteacher’s high expectations and
Teaching throughout the school is
High-quality teaching in the Early Years
The school is committed to encouraging
ambition for improving the school are
successfully communicated to the whole staff.
As a result the school has achieved above
national standards in reading, writing and
mathematics at Key Stage 2.
consistently good and some is outstanding.
Foundation Stage enables many children to
reach a good level of development by the
time they leave Reception.
pupils and their families to learn together and
this is supporting their faster progress.
Pupils’ behaviour is exemplary. They are eager
Support staff, who work with pupils in need of
Strong personal, spiritual, moral, social and
Governors are increasingly holding the school
to learn and they are unreservedly polite and
courteous to one another.
extra help, are making a strong contribution to
rising standards.
cultural development is at the heart of the
school’s success and underpins all of its
rigorously to account for its performance.

It is not yet an outstanding school because:

Pupils’ progress is slower at Key Stage 1.
There is not enough outstanding teaching to
In a few lessons teachers do not always
ensure pupils maximise their achievement,
particularly in Years 1 and 2.
check pupils’ understanding or that they act
on guidance given in marking.
Sometimes work that teachers set does not

build on pupils’ knowledge and skills to help
them solve real-life mathematical problems.

Information about this inspection

  • Inspectors observed 13 lessons, three of which were joint observations carried out with the
    headteacher. Inspectors also carried out a series of short visits to other lessons across the
    school, observed an assembly and listened to children read.
  • Meetings were held with staff, pupils, the Chair of the Governing Body and a foundation
    governor. The lead inspector spoke with a representative from the local authority by phone.
    Inspectors took account of the 82 responses to the online Parent View questionnaire, as well as
    the views of the parents and carers they met. Inspectors also considered the 19 responses to
    the staff questionnaire.
  • Inspectors scrutinised a range of documentation, including national test results and the school’s
    own information about pupils’ achievement, the school’s self-evaluation, improvement plans,
    safeguarding policies and records and documents relating to performance management.

Inspection team

Lesley Leak, Lead inspector Additional Inspector
Bryan Meyer Additional Inspector

Full report

Information about this school

  • This is a smaller than average-sized primary school with one form of entry.
  • The proportion of children who are eligible for the pupil premium is well below average. The
    pupil premium is additional funding for certain groups including the children in care of the local
    authority and pupils known to be eligible for free school meals.
  • The proportion of pupils who come from minority ethnic backgrounds is higher than average
    although the proportion of pupils who speak English as an additional language is very small.
  • The proportions of disabled pupils and of those who have special educational needs at school
    action, school action plus and with a statement of educational needs are below the national
  • The school meets the government’s floor standards, which set the minimum expectations for
    pupils’ attainment and progress.
  • A new headteacher and a new Chair of the Governing Body have been appointed since the last
    inspection and have been in post for a year.
  • The school has been part of a strong local confederation of schools for many years.

What does the school need to do to improve further?

  • Increase the proportion of outstanding teaching to ensure that the rise in pupils’ achievement in
    writing and mathematics is sustained by ensuring that:
    teachers regularly check their pupils’ understanding throughout lessons and provide them with
    more demanding work as soon as they are ready
    pupils are routinely given opportunities to respond to teachers’ comments in marking and to
    correct their mistakes in mathematics and other subjects across the curriculum
    pupils are regularly provided with real-life problem solving opportunities which encourage
    them to apply new knowledge and skills in a practical and meaningful way, especially in
  • Accelerate standards and achievement throughout Key Stage 1 in English and mathematics by:
    promoting the teaching of mathematics across the curriculum to develop pupils’ confidence in
    the subject
    ensuring that at times, pupils to work together on their writing so that they can learn from
    each other.

Inspection judgements

The achievement of pupils is good
  • Most children in the Early Years Foundation Stage enter Reception with typical skills for their
    age and make good progress. By the end of the Reception attainment is above average as a
    result of the good teaching they receive. Over the course of Years 1 and 2, most pupils
    continue to make expected progress in English and mathematics, securing attainment which is
    in line with that seen nationally.
  • Pupils build well on earlier learning, making rapid progress in Key Stage 2. By the end of Year
    6, pupils reach standards which are above the national average in reading, writing and
  • Pupils’ achievement in writing, in Year 2, dipped in 2013. However evidence from this
    inspection shows that this class is currently making good progress in writing because of the
    school’s successful strategies to remedy the situation.
  • The most-able pupils achieve well and this is reflected in the above average proportion of
    pupils reaching the highest levels in the national assessments at the end of Years 2 and 6.
  • The strong focus on securing good speaking and listening skills, through the promotion of ‘talk
    partners’ and the many opportunities to present their ideas to others, means that pupils are
    confident learners who respond well to the challenges they are set.
  • The results of the phonics check (letters and sounds) for six year olds in 2012 and 2013
    demonstrate above average reading skills and this is having a strong impact on pupils’ reading
    which is secure. Pupils benefit from daily, small-group, guided reading lessons which ensure
    they experience a wide range of genres. Pupils also benefit from having regular access to a
    well-equipped and stimulating library, as they are supported to read on their own. A small
    minority of pupils, with below average phonics skills and who do not have good competence in
    reading unfamiliar words in Key Stage 1, make good progress in reading by the time they
    leave Year 6, as a result of the additional support they receive.
  • Standards of achievement are accelerating in mathematics because teachers carefully match
    activities to pupils’ abilities and are methodical in their teaching of new mathematical concepts
    and vocabulary. Teachers have very high expectations of what pupils can achieve and the
    greater emphasis on pupils knowing their times tables and number bonds ensures that they
    have a strong mathematical skills base from which to draw. Their ability to apply these basic
    skills to real-life or problem-solving situations is less well developed.
  • Pupils’ achievement in writing is improving, as a result of careful attention to the technical
    aspects of what makes good writing, and the additional opportunities to write at length in
    other subjects, especially in Key Stage 2.
  • The school actively promotes equal opportunities and tackles discrimination by ensuring pupils
    who are not making sufficient progress are given extra help to achieve well. Careful checks on
    pupils’ progress mean that anyone who needs extra help is quickly identified and provided
    with specific support. Consequently, all pupils who are disabled and those with special
    educational needs or who have English as an additional language, make at least expected
    progress over time, with many exceeding national expectations.
  • By the time they reach Year 6, the very few pupils who are eligible for support from the pupil
    premium funding secure higher attainment in English and mathematics than pupils nationally.
    This is because funding has been effectively spent on meeting the needs of identified pupils
    through additional support and other small-group activities to accelerate their progress.
The quality of teaching is good
  • Consistently good teaching is enabling successful learning in English and mathematics.
    Teachers know their classes well and are committed to doing their best for everyone. They
    create extremely positive classroom environments which foster good relationships and
    promote high expectations of pupils’ behaviour and achievement.
  • In the Early Years Foundation Stage, where staff provide a stimulating and caring
    environment, inside and outside, children’s learning and development are extended through
    high-quality interactions and well-planned and imaginative learning experiences. Adults
    challenge children well, enabling them to make good progress in their early reading, writing,
    numeracy, physical and social skills. For example, during the inspection some children were
    asked to write a design brief for their construction project.
  • Adults who support pupils in need of additional help, including disabled pupils and those who
    have special educational needs or who are eligible for funding through the pupil premium, are
    making a strong contribution to their rapid progress because of the effective support they
    provide fro groups and individuals. Staff are well trained and briefed on how best to support
    those pupils and as a result they become successful learners.
  • Most work is set at the right level for each pupil and learning moves at a fast pace when
    teaching is challenging and inspiring. For example, pupils’ progress in mathematics is
    accelerated most when pupils are supported to apply their knowledge and skills in real-life
    problem-solving situations. In a highly effective Year 5 mathematics lesson, along with a
    specified budget, pupils were given a wide range of facts and figures relating to the
    organisation of a children’s birthday party. Provided with various data such as the height and
    age of the girl, prices of sweets, toys, birthday cards and hall hire, their task was to work out
    the cost of a ‘party bag’, by eliminating irrelevant statistics. Highly engaged by the activity,
    they all rose to the challenge by applying their mathematical skills to solving this problem. This
    good practice is not yet seen in all classes.
  • Sometimes when the pace of learning slows it is because teachers have not checked pupils’
    understanding or engagement throughout the lesson, anticipating where to intervene and
    setting harder work for pupils as soon as they are ready.
  • Evidence in pupils’ books shows that writing standards are improving, particularly where
    creative opportunities are provided for pupils to write at length in a range of subjects, linked
    with their topic. Some especially successful writing was seen in Year 3 where pupils pretended
    to be the old man in the picture book, ‘The Tin Forest’, and imagined his view from the
    window. One girl was inspired to write, ‘From my window, I can see much further across the
    countryside, although I am still miserable, lonely and sad.’ In this example, as elsewhere, the
    teacher’s explicit teaching of the time connective, ‘although’, was well deployed.
  • Teachers’ feedback on pupils’ writing is exceptionally well executed and this is contributing to
    pupils’ good progress in English. Pupils know their next steps and act on their teachers’
    guidance, making the necessary corrections and following up on extension activities when they
    arise. This is having a strong impact on their rising attainment in writing. However marking is
    not as rigorous in other subjects, including mathematics, where there is not always enough
    attention paid to corrections or tackling harder problems when pupils demonstrate that they
    are ready.
The behaviour and safety of pupils are outstanding
  • The behaviour in lessons and around school is outstanding. Pupils are unreservedly polite and
    courteous to one another and there is a strong community feeling to the school. In the words
    of one pupil, ‘We are all one Christian family here.’
  • Pupils are eager to learn and are highly motivated. They demonstrate outstanding social skills,
    working harmoniously together in pairs or small groups. They respond well to teachers’ high
    expectations and seize opportunities to take responsibility for their own learning and
    consequently achieve well.
  • Pupils of all ages take responsibility for their own actions. They have a good understanding of
    how to stay safe. Bullying is extremely rare, as pupils fully recognise the importance of caring
    for one another. Pupils’ understanding of the different kinds of bullying is secure. They are
    confident in the school’s ability to deal with bullying swiftly.
  • Pupils value the many opportunities to take on important roles and responsibilities such as
    sports leader, prefect, eco club member and school’s council representative. They respond
    positively to the ‘reading partner scheme’, whereby pupils higher up the school listen to pupils
    read in Reception and Years 1 and 2, relishing how ‘everyone gets to know each other better’.
  • Spiritual assemblies provide opportunities to reflect on important Christian values and are
    regularly used for rewarding pupils’ significant acts of kindness and thoughtfulness. As a
    result, pupils need very little prompting to behave well.
  • Pupils are happy at school and consequently their attendance is consistently above average.
The leadership and management are good
  • Under the strong leadership of the new headteacher, leaders including the governing body
    have a common vision for the school’s future and a clear view of the strengths and areas for
    development which they are tackling with relentless determination. This has led to the
    strengthening picture of achievement in English and mathematics at Key Stage 2 and better
    teaching of science, since the previous inspection.
  • Subject leaders make sure that assessments of pupils in English and mathematics are accurate
    so that lesson planning enables pupils of different abilities to reach their potential more
    quickly. Consequently, most teachers provide pupils with success criteria so they are clear
    about what they must know, understand and be able to do by the end of the lesson.
  • The school’s systems for managing staff performance are effective in ensuring that teaching is
    good, with some that is outstanding. The improving quality of teaching is strengthened by a
    rigorous programme of professional development which is effective and supportive. It is based
    on the identified needs of staff and the needs of newly qualified teachers. The appraisal
    system for teachers and support staff is rigorous and linked closely to Teachers’ Standards,
    ensuring that challenging targets are set in relation to pupils’ progress.
  • The curriculum is enhanced by its cross-curricular, themed approach and meets the needs and
    interests of all pupils. It is further enriched by an exciting range of after-school clubs such as
    fitness clubs, cross country, choir, ballet, football and judo, together with many educational
    visits and two residential trips in Years 4 and 6.
  • There are many opportunities for pupils to participate in activities that promote their social,
    moral, cultural and spiritual development. Time is made for spiritual reflection and prayer and
    Christian morals and values underpin the life of the school. At the same time, the school
    arranges visits to a range of religious buildings and ensures that pupils understand and
    respect faiths which are different from their own.
  • The school and the Parish are effective in seeking parents’ and carers’ views and engaging
    them in activities designed to support pupils’ learning at home. A very successful ‘Dads and
    Lads’ literacy course has motivated a number of boys to improve their writing. All of the
    parents and carers who responded to the Parent View online questionnaire said they would
    recommend this school to another parent or carer.
  • The school makes good use of the government funding for sport through its investment in
    additional hockey coaching and externally provided physical education tuition as well as a wide
    range of sports clubs held after school. Through their continued involvement in pupils’
    additional sports lessons, staff are benefiting from specialist coaching themselves, which
    ensures that development will be sustained. The school has been awarded the Gold Kitemark
    for sport and has plans to broaden its sports provision, from next January, through its
    membership of the confederation of local schools.
  • The school has a positive relationship with the local authority which has provided light touch
    support since the previous inspection as it has remained a good school. The school welcomes
    the support it receives when requested.
  • The governance of the school:
    Under the leadership of the new Chair of the Governing Body, the governing body has
    recently reorganised its committee structure and membership to increase its effectiveness.
    The governing body knows how the school is performing against national standards and
    pays close attention to the school’s assessment of pupil performance information. As a result
    they are clear about where the school is doing well and its shortcomings. The governing
    body knows how the pupil premium funding is allocated and that the gap in attainment
    between eligible pupils and others is narrowing. Governors receive relevant training and
    hold the headteacher to account for the school’s performance and the management of its
    finances. The governing body is aware of the urgent need to establish a clearer link
    between the quality of teaching and the salaries staff receive. They ensure that
    safeguarding arrangements meet statutory requirements and seek out parents’ and carers’
    views of important aspects of the school.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 125210
Local authority Surrey
Inspection number 426622

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary-aided
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 212
Appropriate authority The governing body
Chair Mrs Brenda Butler
Headteacher Mr Steve Tindall
Date of previous school inspection 19 November 2008
Telephone number 01932 846366
Fax number 01932 830093
Email address reveal email: adm…


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