School etc

Our Lady of Lourdes RC School

Our Lady of Lourdes RC School
Bow Lane

020 83461681

Headteacher: Mrs M Morrissey

School holidays for Our Lady of Lourdes RC School via Barnet council

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254 pupils aged 2—10y mixed gender
210 pupils capacity: 121% full

135 boys 53%

≤ 284a34b44c115y146y157y148y119y2210y14

120 girls 47%


Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 526420, Northing: 190952
GPS coordinates
Latitude: 51.603, Longitude: -0.17597
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 25, 2010
Archdiocese of Westminster
Region › Const. › Ward
London › Finchley and Golders Green › Woodhouse
Urban > 10k - less sparse
Free school meals %

Rooms & flats to rent in Barnet

Schools nearby

  1. 0.2 miles Tudor Primary School N32AG (239 pupils)
  2. 0.3 miles Manorside Primary School N32AB (290 pupils)
  3. 0.5 miles Summerside Primary School N120QU (486 pupils)
  4. 0.6 miles Moss Hall Junior School N31NR (384 pupils)
  5. 0.6 miles Moss Hall Infant School N128PE (328 pupils)
  6. 0.6 miles Bishop Douglass School Finchley N20SQ (809 pupils)
  7. 0.6 miles Woodhouse College N129EY
  8. 0.6 miles Alma Primary N128PE (30 pupils)
  9. 0.7 miles Moss Hall Nursery School N31NR (156 pupils)
  10. 0.7 miles Martin Junior School N29JP
  11. 0.7 miles Martin Infant School N29JP
  12. 0.7 miles The Compton School N120QG
  13. 0.7 miles Finchley Manorhill School N120QG
  14. 0.7 miles Martin Primary School N29JP (588 pupils)
  15. 0.7 miles Wren Academy N129HB (992 pupils)
  16. 0.7 miles Morasha Jewish Primary School N128PE
  17. 0.7 miles The Compton School N120QG (945 pupils)
  18. 0.8 miles St Theresa's Catholic Primary School N32TD (238 pupils)
  19. 0.8 miles Christ Church CofE Secondary School N129HB
  20. 0.8 miles St Michael's Catholic Grammar School N127NJ (748 pupils)
  21. 0.8 miles Akiva School At Levy House N32SY
  22. 0.8 miles Akiva School N32SY (420 pupils)
  23. 0.8 miles Sacks Morasha Jewish Primary School N129DX (146 pupils)
  24. 0.9 miles Northside Primary School N128JP (295 pupils)

List of schools in Barnet

Our Lady of Lourdes RC School

Inspection report

Unique Reference Number 101331
Local Authority Barnet
Inspect ion number 354982
Inspect ion dates 25–26 November 2010
Report ing inspector Jacqueline Marshall

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 236
Appropriate authority The governing body
Chair Pauline Woolford
Headteacher Marybelle Morrissey
Date of previous school inspection 15 January 2008
School address Bow Lane
N12 0JP
Telephone number 020 83461681
Fax number 020 83460579
Email address
Age group 3–11
Inspect ion dates 25–26 November 2010
Inspect ion number 354982


This inspection was carried out by three additional inspectors. The inspectors visited 11
lessons, observed eight teachers and held meetings with groups of pupils, staff, school
leaders and representatives of the governing body. They looked at school documentation
including policies, pupils' progress data, attendance figures and the school's improvement
planning. They also scrutinised pupils' work and evaluated 62 parental questionnaires.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • The effectiveness of the school's strategies for improving the learning and progress
    for all pupils, particularly in writing.
  • The use staff make of assessment information to support and challenge pupils'
    learning, particularly those with special educational needs and/or disabilities and
    those who speak English as an additional language.
  • The effectiveness of leaders in checking, reviewing and taking actions to improve
    teaching and pupil progress in order to secure consistently high standards and good

Information about the school

Our Lady of Lourdes is an average sized primary school. The children come from both
White British families and a wide range of other ethnic backgrounds. Almost a third of the
pupils speak English as an additional language. The proportion of pupils with special
educational needs and/or disabilities, including those with a statement of special
educational needs, is average and represents a range of needs. In some years this
proportion can rise to above average with over half the pupils with special educational
needs and/or disabilities.
The school has gained a number of awards including the ICT Mark, the International
Award, Healthy School accreditation and the PE Active Schools Mark as well as being
awarded Silver for their Travel Plan.

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: how good is the school? 1
The school's capacity for sustained improvement 1

Main findings

This is an outstanding school. Since the last inspection, staff and governors have worked
hard to maintain the tremendously high levels of care, guidance and support provided for
pupils. There is a very strong focus on every aspect of the school's pastoral care which
ensures that pupils and their families are extremely well supported. All staff work
effectively to ensure that pupils achieve very well in their learning and develop
exceptionally as mature and caring individuals. Pupils have exceptional moral and social
skills, and their spiritual and cultural awareness is excellent. They are extremely
considerate of each other, valuing and celebrating each other's differences. This helps to
make the school very safe and welcoming. Outstanding attendance reflects the pupils'
enormous enthusiasm for school and learning. Their keenness to attend school, along with
their ability to work really well together from an early age and excellent achievement, are
key factors in pupils' particularly strong development of workplace skills.
Pupils' achievement is excellent because the school adapts its exceptional curriculum
particularly well to ensure that every individual's needs are met and all pupils fulfil their
potential. This, along with outstanding teaching, enables pupils to make excellent progress
from their starting points in the Early Years Foundation Stage to when they leave. All staff
know the pupils' abilities extremely well. This is because of the highly effective checks
regularly made on their progress and the considerable skill with which the school adapts
and targets the well-focused support it gives individual pupils. Teachers and other adults
mark pupils' work alongside them and discuss the next steps in their learning consistently
and regularly. As a result, pupils have a very good understanding of what they are
working on next and how to get better.
While achievement is high, the headteacher, staff and the governing body are constantly
looking for ways to improve pupils' attainment and personal development further.
Consequently, they are leading the school's drive to raise pupils' contribution to the
community and community cohesion from good to outstanding. The school has begun to
establish links within the United Kingdom to enable pupils to gain a greater understanding
of the diversity of cultures that exist and provide pupils with more opportunities to be
involved in projects making a difference to their local community. Already established and
exceptionally strong links to countries all over the world as well as within the school's own
community are examples of the school's success in these areas but it acknowledges that
there is further work to be done. This constant striving to reflect on outstanding practice
and still look for ways to improve, together with leaders' highly accurate self-evaluation
and actions to maintain and build upon the high levels of pastoral care seen at the time of
the last inspection, show the school has an excellent capacity for further improvement.

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

What does the school need to do to improve further?

  • Extend the school strategy for community cohesion and for promoting pupils'
    contribution to the wider community by creating more opportunities for pupils:
    to appreciate and value people's backgrounds in the United Kingdom
    to be involved in projects that improve their local community.
Outcomes for individuals and groups of pupils 1

Across the school pupils achieve extremely well in their personal and social development.
Their behaviour is exemplary, both in lessons and at play, where they show considerable
support for one another regardless of age, gender or ethnicity. Their understanding of
how to stay safe and lead a healthy lifestyle is excellent. This is demonstrated well
through their high take-up of physical activity in the many available clubs and sporting
activities, making the most of the opportunities to exercise at playtimes and the highly
successful campaign by the eco-council to encourage pupils to walk to school. Pupils of all
ages talk confidently about the benefits this can bring and are quick to explain the healthy
choices they make in what they eat and do. Because of the school's very strong focus on
its Catholic ethos and pastoral care, pupils contribute particularly well to the school
community. This is demonstrated well through their involvement in how the school is run,
participating enthusiastically in the school and eco councils as well as willingly taking on
responsibilities such as playground buddies, librarians and running clubs for the younger
children. Opportunities to make a difference in their wider local community are less
frequent and comparatively underdeveloped. However, there have been noticeable
successes in the past such as the pupils' work to champion the nearby slip road, improving
road safety for all.
Pupils also achieve extremely well academically. They are clear about their learning and
frequently talk with confidence about this, sharing their ideas willingly. During a literacy
session on instructional writing, pupils in Year 5 were keen to talk to their partners and
consider the merits of the instructions they had just followed to create gingerbread for
Henry VIII. Because of the practical nature of the task they were able to confidently
discuss the shortcomings of the instructions they had been given and contributed their
own suggestions about how these could be improved. Pupils of all ages talk eagerly about
what they have been learning and know they have targets that help them to improve. The
trend in attainment in the Year 6 national tests over the last three years has been
consistently high with the current Year 6 also on track to meet their above average
targets. Over time, pupils make outstanding progress from starting points that are below
expected levels as they enter the school. The school ensures different groups and
individuals, such as those at the early stages of learning English, are very well targeted
enabling them to learn extremely effectively and achieve well. Consequently, all pupils,
including those with special educational needs and/or disabilities, make the same excellent

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

These are the grades for pupils' outcomes

Pupils' achieve ment and the extent to which they enjoy their learning 1
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 1
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behav iour 1
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spir itual, moral, social and cultural development 1


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Pupils' tremendous keenness to learn is due in a large part to the exceptionally creative
curriculum and consistently high quality teaching. The extremely well made links between
subjects in particular, as well as tremendously engaging visits making the most of their
London location, help to bring the curriculum alive. The creative links these bring between
subjects help to stimulate and foster pupils' considerable interest and provide further
opportunities to challenge and stretch their learning. The programme of out-of-school
activities for pupils is strong. Clubs very effectively promote pupils' positive relationships
and encourage healthy lifestyles. Pupils' welfare and personal, social and health needs are
catered for extremely well because the school works exceptionally closely with parents and
carers as well as outside agencies where needed.
All staff play their part in delivering this rich, stimulating and engaging curriculum. Some
of the key features of the outstanding teaching seen across the school are: the very good
relationships adults have with children; the particularly well-targeted use of highly trained
additional adults both in class and in leading small groups; very effective behaviour
management; and the highly effective questioning adults use to extend and challenge
pupils' learning. In two Year 6 mathematics lessons, pupils of all abilities were targeted
extremely well ensuring they developed their understanding of equivalent fractions very
effectively. One group worked enthusiastically using chocolate bars to consider how best
to divide and share them fairly. Consequently, their grasp of fractions, proportions and the

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

importance of factors in their calculations grew rapidly. Assessment is very thorough and
is used extremely effectively to plan the next steps in pupils' learning. During lessons,
adults regularly discuss with pupils just how they can improve their work. Consistently
evaluative marking in literacy, numeracy and religious education helps pupils understand
the next small steps needed to improve their learning and achieve their targets and, as a
result, progress is accelerated. Boys and girls alike are fully engaged. Since the last
inspection the school has been successful in improving provision and outcomes in
mathematics, while also strengthening achievement in writing. The basic skills of
information and communication technology are very effectively developed also.

These are the grades for the quality of provision

The quality of teaching 1
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The headteacher and senior management team, supported exceptionally well by other
leaders including the governing body, provide a clear vision for how the school can move
forward. There is a tremendously positive spirit and a real team atmosphere of 'can do'. As
part of the school's extremely effective development planning, leaders at all levels are
positively encouraged to take on responsibilities. They are highly involved in analysing the
school's results and checking teaching to see where it is most effective in order to share
good practice and identify where improvements are needed. As a result, leaders have an
exceptionally clear understanding of the school's overall strengths and weaknesses.
Governance has an excellent capacity for checking and influencing the school's work and
effectiveness. It has been instrumental in ensuring that considerable efforts are made by
the school to increasingly involve parents and carers in every aspect of the school's work.
These extremely strong links are another of the contributory factors to the school's
outstanding success. The expertise of leaders and staff is shared with other schools, both
nationally and internationally, to help improve their effectiveness.
All staff play their part in ensuring that safeguarding procedures are rigorous, constantly
checking to ensure exemplary practice is maintained across all areas, including those for
safe recruitment, assessing risk and for child protection. The school's promotion of
equality and diversity is excellent; staff ensure that there is no discrimination between
groups so that all pupils have opportunities to flourish individually and achieve
exceptionally well. Leaders have been particularly effective in promoting community
cohesion at a school level. Their remarkably strong links with other schools across the
globe are recognised both locally and nationally, with the school regularly asked to share
their experiences and successes. Established links with a village in Suffolk are starting to
be developed to include the local school. The school is aware of the need to develop these
further in order to ensure that pupils can engage well and gain a deeper understanding of

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

the backgrounds of others from different parts of the United Kingdom. Similarly they have
plans to provide more regular opportunities for pupils to be involved in projects that make
a difference to their own wider local community.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and dr iving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and we ll-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
The effectiveness of safeguarding procedures 1
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 1

Early Years Foundation Stage

Children in the Early Years Foundation Stage grow quickly in confidence, becoming keen
learners by the time they enter Year 1. Children make good and often rapid progress from
below expected levels when they join the nursery, especially in those areas where their
skills are weaker They enter Year 1 with average attainment. The curriculum is adapted
extremely effectively to engage and enthuse learners in all they do with a well-balanced
mixture of activities led by staff and those chosen by the children themselves. Staff are
particularly successful in creating rich and stimulating surroundings where the transition
between learning indoors and outside is seamless. Teaching is outstanding and the
children develop rapidly in all aspects of their personal and social development. Adults are
skilled at moving on children's learning through extremely good quality interventions as
they play. As part of their work on the story, We're Going on a Bear Hunt, a group of
children in the outdoor area talked animatedly about how to follow directions from
photographs on their treasure map as a result of an adult's effective questioning. Others
programmed a robot to follow instructions for another map, while another group designed
and drew their own. Highly effective planning ensured that the rest of the learning
environment provided a wealth of other opportunities for the children to develop in all
aspects of their learning all linked to the one story. Staff work very well with parents and
carers to ensure there are really good levels of communication and the children get off to
a good start. Regular opportunities to share children's learning and achievements have
been developed well to give parents and carers a real understanding of how they can help
their children's development through everyday activities. Led extremely effectively by the

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

Early Years Foundation Stage leader, the whole team uses assessment particularly well to
promote learning and is able to demonstrate the good gains that children make in all
areas of learning.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 1
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 1
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

The vast majority of questionnaires received were positive and almost all of the written
comments expressed considerable satisfaction with the school. They commended the safe
and caring attitude of the school, its support for pupils and how well their children are
encouraged to lead healthy lifestyles. Typical comments about the school included, 'Every
child is made to feel special and valued' and that pupils are '... engaged, enthusiastic, well
cared for and challenged'.
A very small minority of parents and carers reported concerns over how the school takes
account of their suggestions and concerns. Evidence gathered during the inspection
showed that opportunities to discuss concerns with the school were very well established
with parents and carers, some of whom commented positively on this aspect of the
school's work in their questionnaires. The governing body and school regularly seek their
views in order to continually develop communication further, adding to the already well -
established system of parent representatives and many other opportunities for informal

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Our Lady of Lourdes RC School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school.
The inspection team received 62 completed questionnaires by the end of the on-site inspection. In total,
there are 236 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 49 79 12 19 1 2 0 0
The school keeps my child
44 71 15 24 3 5 0 0
My school informs me about
my child's progress
34 55 25 40 2 3 1 2
My child is making enough
progress at this school
30 48 27 44 3 5 1 2
The teaching is good at this
35 56 26 42 1 2 0 0
The school helps me to
support my child's learning
32 52 27 44 0 0 1 2
The school helps my child to
have a healthy lifestyle
35 56 26 42 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
26 42 27 44 4 6 0 0
The school meets my child's
particular needs
22 35 34 55 5 8 0 0
The school deals effectively
with unacceptable behaviour
36 58 22 35 3 5 0 0
The school takes account of
my suggestions and concerns
21 58 25 40 0 0 0 0
The school is led and
managed effectively
36 58 25 40 0 0 0 0
Overall, I am happy with my
child's experience at this
34 55 25 40 0 0 0 0


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 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the 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. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
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.

29 November 2010
Dear Pupils

Inspection of Our Lady of Lourdes RC School, London N12 0JP

Thank you for talking to us and showing us your work when we visited. We were pleased
to hear how much you enjoy coming to school and that your teachers plan such a lot of
interesting things for you to do. You get on extremely well with one another and your
behaviour around school is first rate. You have an excellent understanding of how to be
safe and lead a healthy lifestyle. We agree that there are lots of interesting visitors to your
school and activities to get involved in and were especially impressed with how well you
get to know other pupils from all over the world. We understand why you think the adults
are very good at helping to make you feel really safe and cared for.
Your school is outstanding. The curriculum planned for you meets your needs extremely
well. Teachers and other adults are very good at helping you to make excellent progress
in your work. The leaders in your school run it particularly well. They know just what
needs to be done to make it even better.
In order to help make your school become even better we have asked the adults at your
school to work on one thing:

  • to help you to understand more about different people's backgrounds and
    communities in other parts of this country as well as giving you more opportunities
    to make a real difference in your own.

You can help by continuing to respect each other's values, both in this school and in later
life. Thank you for helping us with our work.
Yours sincerely

Jacqueline Marshall
Lead inspector


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