Saint Augustine Webster Catholic Primary School Closed - academy converter March 31, 2012
Headteacher: Mr W J Egan Ba Med
School holidays for Saint Augustine Webster Catholic Primary School via North Lincolnshire council
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- Close date
- March 31, 2012
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 487808, Northing: 411684
- GPS coordinates
- Latitude: 53.594, Longitude: -0.67477
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- Feb. 22, 2012
- Diocese of Nottingham
- Region › Const. › Ward
- Yorkshire and the Humber › Scunthorpe › Crosby and Park
- Urban > 10k - less sparse
- Saint Augustine Webster Catholic Voluntary Academy DN158BU (462 pupils)
- 0.1 miles Berkeley Infant School DN158AH (327 pupils)
- 0.1 miles Berkeley Junior School DN158AH (327 pupils)
- 0.4 miles High Ridge School Specialist Sports College DN157DF
- 0.4 miles The St Lawrence Academy DN157DF (675 pupils)
- 0.5 miles Young People's Education Centre DN157RW (21 pupils)
- 0.5 miles FTC Performing Arts College DN158LJ
- 0.5 miles Invenio Academy DN158LJ (609 pupils)
- 0.5 miles Young People's Education Centre DN157RW (21 pupils)
- 0.6 miles Henderson Avenue Primary School DN157RW
- 0.6 miles Oasis Academy Henderson Avenue DN157RW (620 pupils)
- 0.8 miles Crosby Primary School DN157NL (498 pupils)
- 0.8 miles Lynton Preparatory School DN157NW
- 1.1 mile Parkwood Infant School DN171SS
- 1.1 mile Parkwood Junior School DN171SS
- 1.1 mile Scunthorpe CofE Primary School DN156HP (268 pupils)
- 1.1 mile Parkwood Primary School DN171SS
- 1.1 mile Oasis Academy Parkwood DN171SS (329 pupils)
- 1.2 mile North Lindsey College DN171AJ
- 1.3 mile Frodingham Infant School DN161ST (269 pupils)
- 1.4 mile Bushfield Road Infant School DN161NA (245 pupils)
- 1.4 mile John Leggott Sixth Form College DN171DS
- 1.5 mile St Hugh's Communication and Interaction College DN161NB (144 pupils)
- 1.6 mile Brumby Junior School DN162HY (435 pupils)
Ofsted report transcript
Saint Augustine Webster Catholic
|Inspection date(s)||22–23 February 2012|
|Unique Reference Number||118042|
|Local authority||North Lincolnshire|
|Inspect ion number||379526|
|Inspect ion dates||22–23 February 2012|
|Lead inspector||Declan McCar thy|
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||479|
|Appropriate authority||The governing body|
|Date of previous school inspection||23 October 2008|
|School address||Baildon Road|
|Telephone number||01724 843722|
|Fax number||01724 271585|
This inspection was carried out with two days' notice. Twenty three part lessons taught by
15 teachers were observed, six of which were observed jointly with the headteacher.
Informal discussions and meetings were held with pupils and parents and carers. Meetings
were held with parents and carers, groups of pupils, two members of the governing body
and staff. Inspectors took account of the responses to the online questionnaire (Parent
View) in planning the inspection, observed the school's work and looked at a range of
documentation. This included the school development plan, policies to promote
safeguarding, minutes of meetings of the governing body, local authority reviews of the
|Declan McCarthy |
|Additional inspector |
|David Matthews ||Additional inspector |
school’s work, the school data for tracking progress and samples of pupils’ work.
Questionnaire returns from staff, pupils and 239 parents and carers were scrutinised.
Information about the school
This is a much larger than average primary school, serving the local community. The Early
Years Foundation Stage consists of 52 children who attend either mornings or afternoons in
the Nursery and 60 children in the Reception class. The majority of pupils are White British
with an increasing proportion of pupils from White European backgrounds, many of whom
are at an early stage of learning English. The proportion of disabled pupils and those who
have special educational needs is below average. The proportion of pupils known to be
eligible for free school meals is below average. The school meets the current floor standard.
Since the last inspection the school has gained a number of awards including the Eco
Schools Bronze and Silver and Healthy School status. It has also renewed the International
Schools Award. There have been significant changes to the leadership team. A new
headteacher and deputy headteacher were appointed in 2009 and a new middle leadership
team is in place. An after-school club, which is managed independently from the governing
body, shares the same site. This is subject to a separate inspection.
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||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school which continues to improve and is very popular with parents and
carers. Pupils achieve well as a result of good teaching and a rich and varied
curriculum. The school is not yet outstanding because, although teaching is good, the
quality of marking is inconsistent and homework tasks are not always matched to
- Achievement is good. Pupils make good progress across the school in relation to their
starting points to reach above average standards in English and mathematics by the
end of Key Stage 2. Children make good progress in the Early Years Foundation Stage,
although occasionally outdoor learning lacks purpose. Pupils’ achievement in reading is
especially good throughout the school.
- Teaching is good because teachers provide good feedback on learning and match tasks
accurately to different levels if ability. Pupils know their individual targets for
improvement, although occasionally, when their work is marked, they are not always
informed of how to improve their work. On a few occasions, homework tasks are not
matched accurately to pupils’ different levels of ability.
- Behaviour and safety are good. The warm and friendly family atmosphere where
individuals are greatly respected permeates the school. Pupils, parents and carers say
confidently that bullying is rare.
- Leadership and management are good. Strong leadership from the headteacher, ably
supported by the deputy headteacher and new middle leaders, has led to good
improvement since the last inspection. All leaders have an accurate view of the
school’s work, based on the monitoring of teaching and learning. Subject leaders
monitor lessons, although they have not checked pupils’ books regularly and rigorously
enough to ensure that pupils always know how to improve their learning and that
homework is closely matched to their abilities. The governing body supports the work
of the school well and ensures statutory requirements are met.
What does the school need to do to improve further?
- Raise achievement further by:
- ensuring that marking consistently shows pupils how to improve their learning
- providing more opportunities in lessons and in homework to extend learning
- always providing purposeful activities in the outdoor learning environment for
children in the Early Years Foundation Stage.
- Ensure subject leaders regularly and rigorously check pupils’ work to ensure
consistency in the quality of marking and in the setting of homework tasks which are
matched to different abilities within their subjects.
Achievement of pupils
Pupils throughout the school, including children in the Early Years Foundation Stage, achieve
well. There are no significant differences in the achievement of different groups, including
those known to be eligible for free school meals and those who are more able. Boys and
girls perform equally well. The high proportion of pupils who are at an early stage of
learning to speak English make good progress because of good bilingual support and help in
using language especially linked to work in lessons. Disabled pupils and those who have
special educational needs make equally good progress because good support is provided,
which ensures that tasks and resources are closely matched to their learning needs. Parents
and carers support the inspection judgment and are pleased with the progress pupils are
making. Pupils also rightly believe that their progress is good.
Children enter the Nursery with attainment which is broadly in line with expectations for
their ages. By the end of the Reception Year they have made good progress in response to
good teaching and well planned activities, although occasionally outdoor learning
experiences are not purposeful enough to extend their learning. Pupils throughout the
school make good progress in reading, writing and mathematics and by the end of Key
Stage 2 they consistently reach above average attainment. By the end of Years 2 and 6
attainment in reading is above average. Pupils develop good skills in reading because they
use their knowledge of letter sounds well in reading and spelling tasks. Teachers match
reading activities to pupils’ individual reading and spelling abilities well.
Learning in lessons and other activities is good. Older pupils read out bidding prayers
confidently and with expression during Mass. Pupils enjoy challenging work. For example, in
a Year 6 mathematics problem solving activity they were very enthusiastic in breaking the
code for a 100 square and in responding to the challenge, in front of their peers, of how
they accomplished this. Pupils greatly enjoy their independent learning activities and use
information and communication technology (ICT) very effectively to research topics such as
garden designs. They apply their knowledge and understanding of mathematics in a range
of stimulating activities such as international mathematics challenge, competing live online
with schools throughout the world in solving mathematical problems. More able pupils
extend their learning in mathematics through enrichment programmes at a local university.
As a result, previous gaps between attainment in English and mathematics are narrowing.
Good opportunities for developing writing skills, such as writing letters of thanks to a famous
1960s pop star who visited the school, considerably enhance learning.
Quality of teaching
Inspection findings confirm the views of the school that teaching is good. Parents and carers
and pupils also believe that teaching is good. In the Early Years Foundation Stage teachers
are friendly and children settle quickly. Staff are skilled at promoting speaking and listening,
especially for those very new to speaking English. Activities are firmly based on learning
through activity and enjoyment, although outdoor learning experiences are not always
purposeful enough to extend children’s skills.
Throughout the school teachers know their pupils very well and use this information to
ensure that tasks are generally matched accurately to different learning needs. On just a
few occasions there are missed opportunities to further challenge pupils’ thinking in lessons.
Teachers always set regular homework to extend learning, although this is not always
matched to different levels of ability. This was confirmed in discussion with parents and
carers, most of whom believed that homework was matched well to abilities but with a few
suggesting that it was sometimes too easy or too difficult. Pupils acquire new skills,
knowledge and understanding quickly because teachers have good subject knowledge, they
encourage learning through a variety of practical activities and lessons proceed at a brisk
pace. For example, in Year 5 classes teachers challenged pupils to brainstorm their ideas for
writing about different countries before using laptop computers to research further
characteristics of those countries, in a short space of time. This activity also promoted most
effectively pupils’ cultural development. In a Year 3 science activity, pupils were encouraged
to observe and record the various materials objects around the school were made from.
Their literacy skills were promoted well as they were challenged to explain and record why
specific materials were used in the manufacture of particular products. Teachers have good
knowledge of teaching letter sounds and ensuring pupils use these skills to develop their
reading and writing. For example, younger pupils made good use of letter sounds to sound
out unfamiliar words and read their books confidently because they were closely matched to
each pupil’s level of reading ability.
Teachers make good use of pupils’ prior learning to plan sequences of lessons which build
up knowledge, skills and understanding. Skills are promoted well through effective use of a
broad range of opportunities provided by the planned curriculum. Learning tasks usually
match correctly to different abilities although, on a few occasions, learning is not fully
extended by challenging tasks in lessons. Pupils receive good feedback on how well they
have learnt in lessons, although comments in marking do not always make it clear to all
pupils how to improve their learning. Teachers promote pupils’ spiritual development very
well through the use of ‘The Retreat’ and other quiet areas in the school for reflection, and
in well-chosen topics such as the reasons why people write ‘thank you cards’ and how they
might feel when they receive them. Pupils’ social and moral development is promoted
effectively through the many opportunities pupils have for learning together and showi ng
respect for one another. Pupils are encouraged to celebrate diversity by, for example,
considering the different traditions between Poland and the United Kingdom in preparing for
Behaviour and safety of pupils
Pupils’ behaviour and safety are good. In lessons and around the school behaviour is at
least good and sometimes it is outstanding. For example, outstanding behaviour was seen
during Mass and in a few lessons. Nearly all parents and carers believe that their children’s
behaviour and safety are at least good. The few who expressed concerns about bullying said
it was dealt with quickly and effectively. Pupils greatly enjoy learning and respond well to
the school’s expectations for behaviour. This is also reflected in their high attendance and
good levels of punctuality. Good promotion of attendance has led to a steady rise and good
improvement in attendance since the last inspection.
Pupils have a good understanding of the different types of bullying including cyber-bullying
and name calling. They consider behaviour and their safety have always been good,
although a few pupils said that, occasionally, pupils are teased because they are different.
They also said that, when this occurs, playground helpers talk to those involved or refer it to
teachers so that it is resolved quickly. They manage potential risks well by handling
equipment safely, abiding by the school’s guidance on the safe use of the internet and
moving around the school in an orderly manner. Pupils have very good relationships with
one another and they are always courteous and polite to visitors.
Leadership and management
The headteacher provides a strong sense of direction and drive for school improvement
which is shared by senior and middle leaders. Self-evaluation is accurate and based securely
on the tracking of pupils’ progress. Teaching and learning are monitored and professional
development provided when the need arises. Subject leaders have identified other
comparatively weaker aspects which need attention, including marking and the setting of
homework, although they do not regularly check work in pupils’ books to remedy these
weaknesses. Overall, management has led to good improvement in the areas identified for
improvement at the last inspection, such as provision for independent learning which is now
a strong feature in the school. Above average attainment has been sustained over recent
years and there is strong capacity to improve.
Members of the governing body are regular visitors to the school. They monitor the school’s
work effectively and ensure that statutory requirements, particularly for safeguarding, are
met. The school rigorously vets all staff and visitors and ensures staff and governors benefit
from regular updated training in child protection and safeguarding. Leaders, managers and
the governing body promote equality of opportunity effectively. Close attention is given to
the needs of all, especially those newcomers who need help in speaking English. Effective
changes have resolved the previous differences in attainment in English and mathematics
and this has successfully closed any gaps in pupils’ progress.
The rich and varied curriculum is relevant to the needs of all pupils. There is a strong
emphasis on the use of ICT to support learning, as seen for example in pupils’ wider ranging
use of iPads, laptops, the school radio and digital cameras to support learning and
enjoyment. Pupils are well prepared for the future. The strong promotion of spiritual, moral,
social and cultural development is reflected in opportunities for pupils to learn about
different communities throughout the world and reflect on the lives of people less fortunate
than themselves. There are also good opportunities to learn French and Mandarin, and well-
established links with schools in Africa and China. Pupils learn about other faiths and
cultures and know that there are more similarities than differences between different
religious traditions. Pupils’ spiritual, moral and social development is also strongly promoted
through good opportunities for collaborative and independent learning and the strong family
ethos of the school which is enshrined in care, consideration and respect for others.
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||15||50||29||5|
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 2010 to 31 August 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
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.
|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
|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
|This letter is provided for the school, parents and carers to |
share with their children. It describes Ofsted's main findings
from the inspection of their school.
24 February 2012
Inspection of Saint Augustine Webster Catholic Primary School,
Scunthorpe, DN15 8BU
Thank you for the warm welcome and for sharing your views with us when we
visited your school recently. We enjoyed talking to you about your school and we
agree with you and your parents and carers that yours is a good school. We were
particularly impressed with your excellent behaviour during Mass. Here are some of
the best things that we found out about it.
- Your achievement is good and you make good progress in lessons.
- Teaching is good; teachers always make learning activities interesting for you
and give you good feedback on how well you have learnt in lessons.
- Your behaviour is good, you have positive attitudes to learning and you know
how to stay safe.
- Your school is managed well and your headteacher, the staff and members of
the governing body are always looking at ways of making your school even
To help to improve your school even more I have asked your managers and the
governors to make sure the youngest children learn more outside the classroom. I
have also requested that you are always given harder tasks to do when you finish
your work in lessons and that your homework also challenges your thinking. I have
asked the school to make sure that, when your work is marked, you are always
shown how to improve your learning. Your school leaders are going to check your
books and homework to make sure this happens.
You can help by asking your teachers for harder work if you think it is too easy and
always doing your best.