Holy Name Roman Catholic Primary School Manchester
phone: 0161 2266303
headteacher: Mrs Catherine Gordon
210 pupils capacity: 93% full
95 boys 49%
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 %
- 0.1 miles Webster Primary School M156JU
- 0.1 miles Ducie High School M144GA
- 0.1 miles Webster Primary School M156JU (344 pupils)
- 0.2 miles Whitworth Park School M144GP
- 0.2 miles Manchester Academy M144PX (901 pupils)
- 0.3 miles Trinity CofE High School M156HP
- 0.3 miles Trinity CofE High School M156HP (1191 pupils)
- 0.4 miles Martenscroft Nursery School & Sure Start Children's Centre M156PA (85 pupils)
- 0.5 miles Claremont Primary School M147NA (480 pupils)
- 0.5 miles Claremont Infant School M147NA
- 0.5 miles Manchester Hospital Schools and Home Teaching Service M139WL (173 pupils)
- 0.5 miles Birley High School M155FU
- 0.5 miles University of Manchester M139PL
- 0.5 miles Royal Northern College of Music M139RD
- 0.5 miles Manchester Islamia School M144EZ
- 0.6 miles St Philip's Church of England Primary School M156BT (225 pupils)
- 0.6 miles Loreto College M155PB
- 0.6 miles Rolls Crescent Primary School M155FT (475 pupils)
- 0.6 miles IncludEd M168ER
- 0.7 miles Heald Place Primary School M147PN (630 pupils)
- 0.7 miles Royce Primary School M155FT
- 0.7 miles St Chrysostom's CofE Primary School M130DX (369 pupils)
- 0.7 miles St Mary's CofE Junior and Infant School M167AQ (426 pupils)
- 0.7 miles Bishop Bilsborrow Memorial Roman Catholic Primary School Manchester M147LS
Holy Name Roman Catholic Primary
|Inspection date(s)||21–22 June 2012|
|Unique Reference Number||105516|
|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|
|Date of previous school inspection||24 September 2007|
|School address||Denmark Road|
|Telephone number||0161 226 6303|
|Fax number||0161 232 1897|
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 |
|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
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
|Achievement of pupils||1|
|Quality of teaching||1|
|Behaviour and safety of pupils||1|
|Leadership and management||1|
- 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.
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
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 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|
|Pupil referral units||9||55||28||8|
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 www.ofsted.gov.uk).
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 |
|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
|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
25 June 2012
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