Our Lady Roman Catholic Primary School Closed - result of amalgamation Aug. 31, 2014
phone: 020 *** ***
headteacher: Miss Joan Harte
182 pupils capacity: 109% full
90 boys 45%
105 girls 53%
Last updated: Sept. 1, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- Close date
- Aug. 31, 2014
- Reason closed
- Result of Amalgamation
- OSGB coordinates
- Easting: 536767, Northing: 181220
- GPS coordinates
- Latitude: 51.513, Longitude: -0.030443
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 13, 2013
- Archdiocese of Westminster
- Region › Const. › Ward
- London › Poplar and Limehouse › Limehouse
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.1 miles The Stepney Greencoat Church of England Primary School E147TF (197 pupils)
- 0.2 miles Cyril Jackson Primary School E148HH (489 pupils)
- 0.2 miles Sir William Burrough Primary School E147PQ
- 0.2 miles Al-Azhar Primary School E147AF
- 0.2 miles Sir William Burrough Primary School E147PQ (375 pupils)
- 0.2 miles East London Islamic School E147AF (39 pupils)
- 0.3 miles Stebon Primary School E147AD (478 pupils)
- 0.3 miles St Paul with St Luke CofE Primary School E34LA (264 pupils)
- 0.3 miles Stephen Hawking School E147LL (92 pupils)
- 0.4 miles Cayley Primary School E147NG (565 pupils)
- 0.4 miles Halley Primary School E147SS (241 pupils)
- 0.4 miles St Paul's Way Trust School E34FT (1032 pupils)
- 0.4 miles The Blessed John Roche Roman Catholic School E146ER
- 0.4 miles St Philip Howard School E146ER
- 0.5 miles Mayflower Primary School E146DU (351 pupils)
- 0.5 miles Bygrove Primary School E146DN (235 pupils)
- 0.5 miles Holy Family Catholic School E140DE (245 pupils)
- 0.5 miles Our Lady and St Joseph's Primary School E140DE
- 0.6 miles Elizabeth Landsbury Nursery School E146DZ
- 0.6 miles Old Church Nursery School E10RJ (153 pupils)
- 0.6 miles Harry Roberts Nursery School E14PZ (100 pupils)
- 0.6 miles Ben Jonson Primary School E14PZ (565 pupils)
- 0.6 miles Susan Lawrence Junior School E146DZ
- 0.6 miles Susan Lawrence Infants' School E146DZ
Our Lady Roman Catholic Primary
Copenhagen Place, Limehouse, E14 7DA
|Inspection dates||13 14 February 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress and achieve well |
Teaching is good and some is outstanding. In
Pupils from different groups, including
Provision in the Nursery and Reception
throughout the school, because they are
taught well in all classes. Standards are
continuing to rise and by the end of Year 6,
are above average in reading, writing and
the majority of lessons, teachers set
demanding activities and pupils receive good
advice on how to improve further.
disabled pupils and those with special
educational needs, make good progress.
Their needs are understood and support for
them is good.
classes is good. From starting points that are
below those typical for their age, children
make good progress.
| Behaviour is good, in lessons and around the |
The headteacher has successfully improved the
Governors know the school’s strengths and
Pupils’ spiritual, moral, social and cultural
school. Pupils feel safe, have positive attitudes
towards school and genuinely enjoy learning
and helping each other.
quality of teaching and attendance. This has
led to improved results.
weaknesses. They provide good support and
also ask demanding questions to make sure it
keeps on improving.
development is a particular strength of the
school. Pupils from different backgrounds and
cultures get along very well and are respectful
of each other’s differences.
| Although achievement and teaching are |
good, not enough pupils exceed nationally
expected rates of progress for it to be
| Teachers do not always give pupils |
opportunities to practise all of their skills across
|Inspection report:||Our Lady Roman Catholic Primary School, 13 14 February 2013||2 of 9|
Information about this inspection
- Inspectors observed 16 lessons, one of which was jointly observed with the headteacher. In
addition, the inspection team made a number of other short visits to observe support and small-
group booster sessions.
- Inspectors also attended a liturgy celebrating the start of Lent and , a singing assembly.
- Inspectors listened to pupils read and met with two different groups of pupils. They spoke with
two school governors and a local authority representative. They also spoke to school staff,
including senior and subject leaders.
- Inspectors noted that there were nine responses to the on-line Parent View survey when
carrying out the inspection, and also spoke to parents and carers who were bringing their
children to school. Responses to 14 staff questionnaires were also considered.
- Inspectors observed the school’s work and looked at a number of documents, including the
school’s data on pupils’ current progress, planning and monitoring, and records relating to
behaviour, attendance and safeguarding.
|Aune Turkson-Jones, Lead inspector||Additional Inspector|
|David Webster||Additional Inspector|
|Inspection report:||Our Lady Roman Catholic Primary School, 13 14 February 2013||3 of 9|
Information about this school
- The school is smaller than the average primary school and is in an established partnership with
another primary school in the area. The two schools share the same governing body.
- Around half of the pupils are from minority ethnic groups and the proportion who speak English
as an additional language is above average.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is slightly above average. The proportion of those supported at school
action plus or with a statement of special educational needs is above average.
- The proportion of pupils known to be eligible for the pupil premium, which is additional
government funding provided for looked-after children, those known to be eligible for free school
meals and pupils from service families, is well above average.
- More pupils than is usually expected join and leave the school throughout the year.
- Provision for children in the Early Years Foundation Stage is in the Nursery and Reception
- The breakfast club on site is managed by the governing body.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school uses its own facilities to teach pupils and does not make use of any alternative
What does the school need to do to improve further?
- Increase the proportion of pupils who exceed nationally expected rates of progress in English
and mathematics by:
creating more opportunities for pupils to practise their communication, literacy and numeracy
skills across different subject areas.
|Inspection report:||Our Lady Roman Catholic Primary School, 13 14 February 2013||4 of 9|
|The achievement of pupils||is good|
- Children joining the school in the Nursery class have skills which are below the levels expected
for their age. They make good progress through the Early Years Foundation Stage because
teachers and adults plan together and encourage their interest and enjoyment in learning.
- Pupils make good progress through the school and by the end of Year 6 are reaching standards
which are above average overall. In previous years standards at the end of Year 6 have been
broadly average because teaching was satisfactory. School information shows that all pupils in
Key Stages 1 and 2 have made good progress since teaching improved. Pupils are now on track
to achieve their highest ever results in both key stages.
- Parents, carers and pupils say that progress is now good. Gaps in attainment between girls and
boys are closing. Pupils known to be eligible for free school meals also achieve well. Their
average points score is ahead of others’ nationally for all subjects and their achievement in
reading is particularly good.
- In school, the difference in points between those known to be eligible for the pupil premium and
other pupils is reducing and is getting closer to that seen nationally. Extra funding is used very
effectively to provide targeted support in school. The appointment of the learning mentor is
highly effective in supporting the pupils and their families.
- Standards of reading have risen and are above average. The more-able pupils in Years 2 and 6
read fluently and with good expression, demonstrating skill levels above those expected for their
age. Less-able pupils in these years show a secure grasp of the principles of reading and how
they have been taught to cope with unfamiliar words. Pupils speak with pride and pleasure
about their enjoyment of reading. Year 1 pupils achieved higher than average results in the
national reading check last year.
- Disabled pupils and those who have special educational needs receive good-quality support and
achieve well as a result. Additional funding to provide adult support for smaller groups has been
highly effective in promoting pupils’ success in learning.
- The achievement of pupils from minority ethnic groups is similar to other pupils and is now
good. Those who speak English as an additional language also make good progress, because the
school identifies their needs early on and provides good support. The school is also active in
working with parents and carers and organising workshops to encourage them into school.
- All pupils make at least good progress. In a few of the lessons observed, progress was
outstanding. Pupils are keen learners and rise to the challenges set for them by their teachers.
This was evident in a mathematics lesson where each group had a different and demanding
activity set to help them to understand how shapes are reflected and where lines of symmetry
can be found.
|The quality of teaching||is good|
- Lesson observations, work seen in pupils’ books and the school’s own records show that good
teaching over time enables pupils to make good progress and achieve well. In the majority of
lessons, teaching is consistently good. This evidence also shows that teaching has improved
over time, and is now outstanding in a few lessons.
- Teachers in school plan together, carefully taking account of what pupils already know,
understand and can do. This makes sure that activities are suitably demanding for most pupils
and engage the interest of both boys and girls, motivating them well.
- The school provides good support for disabled pupils and those who have special educational
needs. All pupils receive high-quality support from teachers and dedicated teaching assistants at
the right level for them within lessons and in one-to-one or small-group activities. Their progress
is carefully tracked so that they achieve well.
- Activities are varied and teachers use different methods and resources to bring subjects to life.
Teachers use information and communication technology and a range of paired and group
activities to involve pupils more actively in their learning. Their resulting interest, motivation and
enjoyment of learning contribute to their good progress.
|Inspection report:||Our Lady Roman Catholic Primary School, 13-14 February 2013||5 of 9|
- In the small number of lessons where teaching is outstanding, teachers are very effective in
creating opportunities for pupils to develop their thinking, apply ideas and find things out for
themselves. They create opportunities for pupils to use their different skills in a range of subject
areas. However, this is not widespread across the school and sometimes pupils are unsure about
how to tackle a particular task.
- Marking across the school is consistently good, and pupils say that they value this as it helps
them to know how to improve and to reach their targets. Pupils make their own comments
about how well they understand their work and also respond to teachers’ comments, which help
them to make good progress.
|The behaviour and safety of pupils||are good|
- Pupils are polite and well behaved around the school. They hold doors open and frequently help
others without being asked to. They respond well in class, especially when teaching is good, and
show positive attitudes to learning.
- The parents and carers who responded to the school’s own questionnaires, and staff who
completed the questionnaires, agree that behaviour in lessons and around school has improved.
- Pupils are proud of their school and all speak positively about how the atmosphere has changed
for the better. There is a ‘family feel’ which pupils greatly value. They treat each other with
mutual respect and are tolerant of others’ differences.
- Taking on the roles of school councillors, monitors and buddies for the youngest children, pupils
are able to be actively involved in having a say about their school and show their pride in being
- Staff manage pupils’ behaviour consistently well and this has contributed directly to the calm and
positive atmosphere in the school. Behaviour is not yet outstanding because pupils do not
manage their own behaviour to a high enough standard without the need for adult intervention.
- Bullying is rare and dealt with effectively when it occurs. In a confidential survey, pupils said that
they would tell a bully to stop and if they did not, they would confidently speak to an adult.
Pupils understand risk and know about different types of bullying and how to keep themselves
safe, especially on the internet. There are few racist incidents and discrimination is not tolerated.
- Pupils say that they feel safe in school and this is very important to them, as they know only too
well what potential risks there are in the world outside school.
- Attendance has improved and is now in line with the national average. The school continues to
work with parents and carers and reward pupils for being good attenders.
|The leadership and management||are good|
- The headteacher and school leaders have shown themselves to be positive role models and have
successfully changed the climate in school to one where pupils are keen to learn and determined
to succeed. They have communicated a clear vision of improvement for the school.
- The school now reviews all aspects of its work regularly and has developed its own system to
track and monitor pupils’ progress. Leaders act quickly to address any gaps and make sure that
the pace of progress is not hampered. School improvement plans are realistic and they illustrate
the school’s ambition to seek continuous improvement. Plans to raise standards are linked
directly to the checking of teaching and learning and in turn to pupils’ progress. School leaders
have been successful in raising standards of reading, writing and mathematics across the school.
- Leaders make sure that the way they check on teachers’ performance links directly to whole-
school priorities, the impact on pupils’ progress, and in turn staff salaries. This has raised the
quality of teaching in the school, including the proportion of outstanding lessons.
- Pupils are taught a broad and interesting range of topics. However, they do not always have
enough opportunities to practise their communication, literacy and numeracy skills across
different subjects. Special events provide inspiring and memorable experiences, and Year 6
pupils have a residential visit to the Isle of Wight, which helps to boost their personal qualities
and develop their maturity.
|Inspection report:||Our Lady Roman Catholic Primary School, 13-14 February 2013||6 of 9|
- They enjoy the different subjects they study such as French and high proportions involve
themselves in the variety of after-school clubs. Pupil premium funding enables those who are
eligible to be involved in a wide range of clubs and provides free access to the breakfast club
and the additional care and support of the learning mentor and a social worker in school. This
has helped pupils to feel more settled and be more fully included in the life of the school and
has secured their good progress in line with their peers.
- Equal opportunities are rigorously pursued. No pupil, regardless of background or need, is
denied access to anything the school has to offer.
The school promotes pupils’ spiritual, moral, social and cultural development well. A strong
pastoral programme and the commitment to the Catholic ethos in the school are at the heart of
its belief in the all-round development of each pupil. The school has strong links with the local
community, and boosts cultural knowledge with a series of visits and trips to different parts of
- The local authority has supported the school very well. It has contributed to improvements in
the quality of teaching and learning over time and helped to raise the quality of the provision in
the Early Years Foundation Stage. As the school has improved and is now good, support is at a
much lighter level.
- The governance of the school:
Governors work in close partnership with the school and the local authority. They show a clear
determination to drive up standards, while retaining their strong commitment to support the
emotional and pastoral needs of each individual pupil. Members of the governing body are
highly skilled and several have a strong background in education. They have been
instrumental in changing the atmosphere in the school and aligning the two schools in the
federation. Governors make regular visits to check directly on key areas of the school’s work.
They have a good understanding of how well the school is performing in relation to other
schools based on the available data. Governors ensure that financial resources are efficiently
managed, for example in the way that pupil premium money is spent on providing the support
of key staff. Governors see that targets to improve the performance of staff are checked
carefully and that teachers’ pay is linked to how well pupils are doing. Governors’ monitoring is
thorough and visits are recorded and fed back to the governing body and headteacher. This
helps them to have an insightful working knowledge of the school’s strengths and what still
needs to improve, and is supported by training to improve their own.
|Inspection report:||Our Lady Roman Catholic Primary School, 13 14 February 2013||7 of 9|
What inspection judgements mean
|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.
|Inspection report:||Our Lady Roman Catholic Primary School, 13 14 February 2013||8 of 9|
|Unique reference number||100948|
|Local authority||Tower Hamlets|
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|
|Number of pupils on the school roll||199|
|Appropriate authority||The governing body|
|Date of previous school inspection||3 February 2011|
|Telephone number||020 7987 1798|
|Fax number||020 7538 2682|