School etc

Holy Name Roman Catholic Primary School Manchester

Holy Name Roman Catholic Primary School Manchester
Denmark Road
Moss Side

phone: 0161 2266303

headteacher: Mrs Catherine Gordon

school holidays: via Manchester council

195 pupils aged 2—10y mixed gender
210 pupils capacity: 93% full

95 boys 49%

≤ 234a84b55y146y77y168y99y610y14

100 girls 51%


Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 384314, Northing: 396042
GPS coordinates
Latitude: 53.461, Longitude: -2.2377
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 21, 2012
Diocese of Salford
Region › Const. › Ward
North West › Manchester Central › Hulme
Urban > 10k - less sparse
Free school meals %

rooms to rent in Manchester

Schools nearby

  1. 0.1 miles Webster Primary School M156JU
  2. 0.1 miles Ducie High School M144GA
  3. 0.1 miles Webster Primary School M156JU (344 pupils)
  4. 0.2 miles Whitworth Park School M144GP
  5. 0.2 miles Manchester Academy M144PX (901 pupils)
  6. 0.3 miles Trinity CofE High School M156HP
  7. 0.3 miles Trinity CofE High School M156HP (1191 pupils)
  8. 0.4 miles Martenscroft Nursery School & Sure Start Children's Centre M156PA (85 pupils)
  9. 0.5 miles Claremont Primary School M147NA (480 pupils)
  10. 0.5 miles Claremont Infant School M147NA
  11. 0.5 miles Manchester Hospital Schools and Home Teaching Service M139WL (173 pupils)
  12. 0.5 miles Birley High School M155FU
  13. 0.5 miles University of Manchester M139PL
  14. 0.5 miles Royal Northern College of Music M139RD
  15. 0.5 miles Manchester Islamia School M144EZ
  16. 0.6 miles St Philip's Church of England Primary School M156BT (225 pupils)
  17. 0.6 miles Loreto College M155PB
  18. 0.6 miles Rolls Crescent Primary School M155FT (475 pupils)
  19. 0.6 miles IncludEd M168ER
  20. 0.7 miles Heald Place Primary School M147PN (630 pupils)
  21. 0.7 miles Royce Primary School M155FT
  22. 0.7 miles St Chrysostom's CofE Primary School M130DX (369 pupils)
  23. 0.7 miles St Mary's CofE Junior and Infant School M167AQ (426 pupils)
  24. 0.7 miles Bishop Bilsborrow Memorial Roman Catholic Primary School Manchester M147LS

List of schools in Manchester

Holy Name Roman Catholic Primary

School Manchester

Inspection report

Age group 3–11
Inspection date(s) 21–22 June 2012
Inspection number 377254
Unique Reference Number 105516
Local authority Manchester
Inspect ion number 377254
Inspect ion dates 21–22 June 2012
Lead inspector Judith Straw

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 3–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 182
Appropriate authority The governing body
Chair Elizabeth Gonzalez
Headteacher Catherine Gordon
Date of previous school inspection 24 September 2007
School address Denmark Road
Moss Side
M15 6JS
Telephone number 0161 226 6303
Fax number 0161 232 1897
Email address reveal email: h…


Inspection team
This inspection was carried out with two days' notice. Inspectors observed 16 lessons
and several parts of lessons taught by 11 teachers. They visited teaching assistants
leading small groups and heard pupils read. Meetings were held with pupils,
members of the governing body and staff. They had informal conversations with

Judith Straw
Clarice Nelson-Rowe
Additional Inspector
Additional Inspector

parents bringing their children to school and before and after assemblies. Inspectors

observed the school’s work, and looked at the school’s self evaluation evidence,
school improvement plans, data on pupils’ progress, governing body minutes,

records of monitoring and evaluation and policies relating to safeguarding, child
protection and health and safety. They analysed 81 questionnaires received from
parents and carers, together with those from pupils and staff.

Information about the school

Holy Name Roman Catholic is smaller than an average-sized primary school. The
proportion of pupils known to be eligible for free school meals is high and includes
nearly half of all pupils. The large majority of pupils are from minority ethnic
heritages with only a small proportion coming from White British backgrounds. The
number of pupils who speak English as an additional language is well above average,
as is the proportion of pupils supported by School Action Plus or with a statement of
special educational needs. The school has high pupil mobility with more than average
numbers of pupils joining during the school year or in Key stage 2. The school meets
the current floor standard which sets the minimum expectations for attainment and

progress. Amongst the school’s many awards are Activemark and full International

School status.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall Effectiveness 1
Achievement of pupils 1
Quality of teaching 1
Behaviour and safety of pupils 1
Leadership and management 1

Key Findings

  • This is an outstanding school because from very low starting points all pupils
    make excellent progress, both academically and in their personal development.
    They thrive in the happy, secure and welcoming environment. Pupils’ spiritual,
    moral, social and cultural development is excellent and parents and carers are
    highly appreciative of the work of the school.
  • Holy Name Roman Catholic is an inclusive school in which pupils learn
    harmoniously alongside others. Their achievement is excellent so that by the
    end of Year 2 and Year 6, their attainment in reading is above average and
    their attainment overall is broadly average and rising. Social and economic
    barriers to learning are systematically tackled. Hard-to-reach families are
    sought out, embraced and encouraged to succeed. The school is a haven and a
    hub of the community. Its work has a very positive effect on families and
  • Outstanding teaching is evident in all areas of the school. Learning moves at a
    fast pace, tasks are challenging and perfectly matched to different pupils’ needs
    and abilities. Disabled pupils and those with special educational needs make
    excellent progress, as do those for whom English is an additional language.
    Assessment is good, but just occasionally, targets set for pupils are not
    consistent and clear for them to know exactly how best to improve their work.
  • Pupils’ behaviour is exemplary and attitudes to learning are excellent. Pupils
    love school, work extremely well together and persevere with tasks, redoubling
    their efforts when work is hard and joyously celebrating their successes and
    those of their classmates.
  • The thoughtful and dynamic leadership of the headteacher provides a very clear
    vision for improvement which is shared by all staff and members of the
    governing body. Self-evaluation procedures are rigorous and expert
    professional development has improved teaching from good to outstanding.
    The rich and rewarding curriculum enhances learning and raises aspirations.

What does the school need to do to improve further?

  • Build on existing good and outstanding practice by:
    - making better use of pupils’ individual targets so that pupils know exactly
    how to improve their work.

     

Main Report

Achievement of pupils

Children enter the school with skills which are well below those typically expected for
their age in all areas of learning. They settle quickly in the stimulating environment,
happy and eager to participate in the many exciting activities indoors and out. They
enjoy listening to stories and love singing. For example, during the inspection, at the
end of the working day, children in the Nursery were still so engrossed in their

learning, singing, sharing of percussion instruments and responding to teachers’

instructions that they were oblivious of the need for the session to end. As a result of
excellent provision in the Early Years Foundation Stage, progress is rapidly
accelerating so that an increasing number of children are reaching national
expectations by the time they enter Year 1.
Pupils make excellent progress in reading throughout the school. Their attainment in
reading is now above average by the end of Year 2 and Year 6. They develop good
understanding of how letters are written and combined to make different sounds,
which enables them to learn new words quickly and effectively. Pupils of all ages and
abilities enjoy reading and many read aloud fluently, with confidence, expression and
humour. Some pupils enjoy learning poetry by heart. For example, pupils in Year 1
had excellent recall of a poem learned some time ago about faraway places.
In mathematics pupils relish the challenge of solving problems and respond very
positively to the school’s excellent strategy of teaching Years 5 and 6 in small ability
groups. This ensures that the highest attaining pupils work at a fast pace, while
pupils of middle and lower abilities build up their confidence and expertise in a
nurturing environment. Over the last three years pupils have reached broadly
average standards by the end of Year 6 from a very low start, but this year they are
set to reach above average attainment in English and mathematics. More pupils than
ever before are reaching the higher Level 5. Last year nearly all pupils made better
than expected progress in both English and mathematics; this year all pupils have
done so.

Pupils enjoy learning and many can recall ‘amazing learning moments’ such as the

Hamlet quiz, Black History month and learning about Victorian engineering from a
visit to the town of Stalybridge. Disabled pupils and those who have special
educational needs make exceptional progress. They respond very positively to the
strategies used to accelerate their learning, often benefiting from being taught for a
time individually or in very small groups. Pupils who join the school during Key Stage
2 often make excellent progress to reach the same standards as those who have
been in the school longer. Parents and carers were unanimous that their children
make good and often excellent progress and this view is confirmed by inspection

Quality of teaching

Teachers are enthusiastic, motivate pupils to want to succeed and have positive
relationships with all their classes. They set very high expectations for learning and
behaviour and offer timely rewards. For example, pupils in the Nursery and
Reception classes build up petals for the class flower and, when they have a full
flower, they celebrate their learning with a picnic.

Lessons are planned to build on pupils’ prior learning and to maximise their potential.
Teachers’ subject knowledge is excellent and is evident in the sharply focused and

challenging questions they ask. They devise activities, which engage pupils, for
example, pupils in a Year 4 class were developing writing skills by framing
advertisements for imaginary products such as an invisible cloak, a spy watch and a
television which talks back. As a result, pupils develop an accurate use of language.
In a Year 5 information and communication technology (ICT) lesson pupils were
working out systems for the accurate programming of traffic lights. Mathematics is
made lively by the use of practical activities, such as in Year 2 where pupils were
using pairs of socks on a washing line to concentrate on symmetry and counting in
twos. Teaching assistants make a strong contribution to learning by ensuring that
pupils are listening and concentrating right from the beginning of lessons, supporting
the learning of small groups and watching in plenary sessions to see which pupils are
answering questions and contributing most. Expert support for disabled pupils, those
who have special educational needs and those who speak English as an additional
language enables these pupils to make the same excellent progress.
Teachers use the highly engaging curriculum to inspire. International School status

broadens pupils’ horizons. For example, work on the creatures living on the coral

reefs of the Cayman Islands is contrasted with the rock pools of Blackpool. After the
annual visit to Spain, pupils produced impressive displays of work on the siege of the

Alhambra Palace in Granada in 1492. Writing about their trip, one pupil wrote ‘the

sun was beaming hot. It is like falling asleep next to the fire and starting to melt’.
Teachers mark work regularly and give comments on how to improve. Although
pupils all have individual targets to which to aspire, these are not always used to
guide their learning during lessons and sometimes conflict with the targets in pupils’

Behaviour and safety of pupils

Pupils are eager to support each other and their very positive attitudes make a
strong contribution to their learning. Behaviour is typically outstanding and all pupils

feel safe in school because they say that ‘discipline is fair’. Pupils have a lively

awareness of how to keep safe in many different circumstances such as using the
Internet, road safety and rules for safe swimming. Pupils are adamant that they are

free from bullying, racial or gender harassment and say that at school ‘we are a
family’ and that ‘we are never sad’. Not surprisingly, attendance has been

consistently above average over time and is still rising. Pupils are intensely proud of
their school and lose no opportunity to make a positive contribution. In the annual

‘Pupil of the Year Award’, which occurred during the inspection, it was clear which

values are most highly prized. These include initiative, hard work, taking
responsibility and contributing to the school community. The school’s very strong
spiritual, moral, social and cultural values pervade its work so that pupils develop
good self-esteem, high aspirations and respect for others.
Parents and carers are overwhelmingly positive that behaviour is excellent and that
their children are safe and enjoy school. Typical comments made by parents and

carers include ‘this is more than a school to me; the teachers look after me and my
children’ and ‘this is an outstanding school which should be commended and
celebrated.’ Inspection evidence endorses these views.

Leadership and management

The headteacher’s vision, dynamism, passion and drive are key factors in the school’s

success. She has established a demanding but supportive professional climate in
school. The leadership team and the entire staff also share the headteacher’s
qualities and values. There is a particularly strong sense of team spirit. Rigorous

monitoring of teaching has improved the rate of pupils’ progress across the school.

The leadership team meets every six weeks to review the needs of the pupils and to

make sure that provision is exactly matched to pupils’ needs. The pupil population

can change rapidly and progress can suddenly accelerate or falter. New timetables
are issued after these reviews. This personalised learning is one reason why
standards are rising. The governing body is highly supportive and brings a wide
range of expertise to the role. Governors are effective in carrying out their statutory
responsibilities to ensure that child protection measures fully meet requirements.
The school is highly inclusive and totally committed to equality of opportunity and

tackling discrimination of any kind. As a result, gaps between girls’ and boys’

achievement have been eliminated and pupils known to be entitled to receive free
school meals achieve as well as others. The curriculum is outstanding in its breadth

and balance and promotes pupils’ spiritual, social, moral and cultural development

extremely well. The international dimension and links with schools in many parts of
the world encourages ambition, removes barriers, builds confidence, promote the
value of languages and awareness of other people. All pupils learn Spanish and there
is an annual residential trip to Spain. Music is central to the life of the school and
many pupils play instruments, dance and sing. This is vividly seen in the weekly

‘Praise’ assemblies. The very supportive relationships, which the school has

developed with parents and carers, has a significant impact on the high rates of
attendance and excellent achievement of pupils.


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that is
good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school
is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 54 42 2 2
Primary schools 14 49 32 6
Secondary schools 20 39 34 7
Special schools 33 45 20 3
Pupil referral units 9 55 28 8
All schools 16 47 31 6

New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and
development taking account of their attainment.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Attendance: the regular attendance of pupils at school and in lessons,
taking into account the school's efforts to encourage good
Behaviour: how well pupils behave in lessons, with emphasis on their
attitude to learning. Pupils' punctuality to lessons and their
conduct around the school.
Capacity to improve: the proven ability of the school to continue improving based
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
Floor standards: the national minimum expectation of attainment and
progression measures
Leadership and
the contribution of all the staff with responsibilities, not just
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are developing
their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their inspection of
the school.
Progress: the rate at which pupils are learning in lessons and over
longer periods of time. It is often measured by comparing
the pupils' attainment at the end of a key stage with their
attainment when they started.
Safety: how safe pupils are in school, including in lessons; and their
understanding of risks. Pupils' freedom from bullying and
harassment. How well the school promotes safety, for
example e-learning.

25 June 2012
Dear Pupils

Inspection of Holy Name Roman Catholic Primary School Manchester,
Manchester, M15 6JS

Thank you for the welcome you gave to Ms Nelson-Rowe and me when we inspected
you in school. It was a pleasure to see you enjoying your lessons and many other
activities. We take away many happy memories about you, especially your wonderful
music and singing, and sharing the celebration of the ‘Pupil of the Year’ award.
Holy Name Roman Catholic is an outstanding school and you are right to be proud of
it. Your achievement is excellent because you are taught so well and you have such
positive attitudes to learning. Teachers find ways of inspiring you, challenging you to
do your best in lessons and making sure you work hard. All adults help you to feel
safe and take excellent care of you, especially those of you who may need extra help
to settle in and do well. Your behaviour is excellent and you show great respect for
each other. Being an international school gives you a window on the world and helps
you to be ambitious to learn about other people. You are very well prepared for the
next stage of your education.
The headteacher, staff and governors all work very well together to ensure you have
the best opportunities to succeed. We have suggested that the targets set for you
could be used more in lessons and when the teachers are marking your books.
You can help to make sure the school continues its outstanding work by attending as
well as you do now, keeping up your excellent and positive attitudes to work and
reaching the highest standards you can in all your subjects. I wish you all well in the
Yours sincerely
Judith Straw
Lead Inspector


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