Saint Clare's Primary School A Catholic Voluntary Academy, Coalville, Leicestershire
phone: 01530 837747
headteacher: Mrs Louise Freeman
210 pupils capacity: 96% full
85 boys 42%
115 girls 56%
Last updated: Sept. 15, 2014
Primary — Academy Converter
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Academy Converter
- Establishment #
- Open date
- July 1, 2012
- Reason open
- Academy Converter
- OSGB coordinates
- Easting: 442955, Northing: 313791
- GPS coordinates
- Latitude: 52.72, Longitude: -1.3655
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- April 18, 2013
- Diocese of Nottingham
- Region › Const. › Ward
- East Midlands › North West Leicestershire › Coalville
- Urban > 10k - less sparse
- Free school meals %
- Trust school
- Is supported by a Trust
- Learning provider ref #
- Saint Clare's Catholic Primary School, Coalville, Leicestershire LE673SF
- 0.1 miles Belvoirdale Community Primary School LE673RD (294 pupils)
- 0.2 miles Newbridge High School LE673SJ
- 0.2 miles Newbridge High School LE673SJ (498 pupils)
- 0.7 miles Hugglescote Community Primary School LE672HA (424 pupils)
- 0.8 miles Broom Leys School LE674DB
- 0.8 miles Broom Leys School LE674DB (569 pupils)
- 0.9 miles All Saints Church of England Primary School, Coalville LE673LB (187 pupils)
- 0.9 miles Forest Way School LE674UU
- 1.1 mile Stephenson Studio School LE673TN (106 pupils)
- 1.2 mile Stephenson College LE673TN
- 1.5 mile New Swannington Primary School LE675DQ (192 pupils)
- 1.6 mile Ellistown Community Primary School LE671EN (235 pupils)
- 1.7 mile Woodstone Community Primary School LE672AH (216 pupils)
- 1.7 mile Ravenstone Primary School LE672AE
- 1.7 mile Warren Hills Community Primary School LE674TA (185 pupils)
- 1.7 mile Swannington Church of England Primary School LE678QJ (59 pupils)
- 1.7 mile Holy Cross Catholic Primary School, Whitwick, Leicestershire LE675AT
- 1.7 mile King Edward VII Science and Sport College LE674UW
- 1.7 mile Holy Cross School: A Catholic Voluntary Academy, Whitwick, Leicestershire LE675AT (191 pupils)
- 1.7 mile King Edward VII Science and Sport College LE674UW (938 pupils)
- 1.8 mile Whitwick St John The Baptist Church of England Primary School LE675AT (343 pupils)
- 1.8 mile Castle Rock High School LE674BR
- 1.8 mile Forest Way School LE674UU (188 pupils)
Saint Clare’s Primary School A
Catholic Voluntary Academy,
Convent Drive, Coalville, LE67 3SF
|Inspection dates||18–19 April 2013|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Not previously inspected|
|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 achieve well because teaching is |
Children in Reception make good progress,
Behaviour is good and pupils feel safe.
Attendance is above average.
typically good and occasionally outstanding.
The school caters consistently well for the
more-able pupils and those who have
particular learning difficulties.
particularly in developing their communication
and language skills. Staff constantly promote
good speaking skills and teach phonics
(linking letters and sounds) exceptionally
| The new headteacher is supported by a well-|
This has already led to higher standards in
Governors are keen to help the school to
established senior leadership team, who
identify the right priorities for improvement by
regularly and rigorously checking on teaching
and pupils’ progress.
English, and their current focus on raising the
quality of teaching in mathematics is beginning
to have an impact.
improve and many frequently attend training
sessions. Their regular visits ensure that they
know how well the school is performing.
| Achievement in mathematics is not yet as |
good as in English. Work in lessons is not
always hard enough, particularly for those of
lower and middle ability, and pupils do not
get enough chance to develop their
mathematical skills in other subjects.
| In Reception, teachers’ planning does not give |
equal importance to the different areas of
learning, and does not always link the skills
promoted indoors to outdoor activities so that
children can rapidly develop them.
Information about this inspection
- The inspectors observed 14 lessons led by eight different teachers in. Three of these lessons
were seen together with the headteacher and deputy headteacher.
- Meetings were held with the pupil council, a group of six Year 5 and 6 pupils, the Chair and Vice
Chair of the Governing Body, the headteacher and other members of the senior leadership team.
- A discussion took place with a Director of the Blessed Cyprian Tansi Trust, to which the school
belongs, about the support and advice available to the school.
- There were 46 responses to the online questionnaire (Parent View) by the end of the inspection.
The inspectors took account of these and also sought the views of parents and carers as they
arrived at school with their children.
- The inspectors observed the school’s work and looked at a range of documents, including the
school’s own information on pupils’ recent and current progress, planning for school
improvement, and records of governing body meetings, checks on teaching and behaviour,
attendance and safeguarding.
|Joseph Peacock, Lead inspector||Additional Inspector|
|Janis Warren||Additional Inspector|
Information about this school
- The school is smaller than the average-sized primary school. Pupils come from a wide area of
this former mining community.
- There is one class for each year group from Reception to Year 6.
- The proportions of minority ethnic pupils and those who speak English as an additional language
are both below average. Most speak English fluently.
- The proportion of pupils supported by additional government funding through the pupil premium
is well below average. In this school, it only applies to pupils who are known to be eligible for
free school meals.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is broadly average. The proportion who are supported at school action
plus or have a statement of special educational needs is also average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school converted to academy status on the first of July 2012. The school is part of a multi-
academy trust with four other primary schools and a secondary school. The predecessor school,
St Clare’s Catholic Primary School, was judged to be good when it was last inspected by Ofsted.
- A new headteacher started in January 2013.
What does the school need to do to improve further?
- Make more teaching outstanding and raise achievement, especially in mathematics, by:
frequently checking the quality of learning in lessons to make sure that the tasks given to all
pupils, especially those of lower and middle ability, are demanding enough to rapidly increase
their rate of progress
giving pupils more opportunities to develop their mathematical skills when doing work in other
- Refine lesson planning in Reception to improve the balance between the different areas of
learning, and to make closer links between new learning and skills in activities in the classroom
|The achievement of pupils||is good|
- Children start school with skills and understanding that are below those typical for their age, and
well below in their personal, social and emotional skills, along with communication and language.
Staff are caring and supportive, helping children to settle quickly and enjoy school, and they
make good overall progress.
- Children make excellent progress in learning letters and their sounds (phonics) due to the
effective arrangements for the teaching of this key skill. Some were seen writing simple words
with chalk on the ground outdoors, for example. The school’s records show that children are
making rapid progress in developing their early reading and writing skills.
- Children work well together both indoors and out, developing their social skills. Boys particularly
enjoyed playing together with farm vehicles following their visit to a farm the day before. Staff
sometimes miss opportunities to plan activities outdoors that further develop or consolidate skills
being promoted indoors. This slows children’s progress in gaining key skills, such as those in
- Pupils make good progress in Key Stages 1 and 2 because teaching is usually good. The school
has focused successfully on raising standards in English, particularly to ensure the increasing
number of minority ethnic pupils and disabled pupils and those who have special educational
needs are supported and do well. It is now rightly shifting the focus to mathematics.
- Attainment and progress in reading and writing are good. Pupils make good use of modern
technology to research information about different countries or write poems using powerful
imagery. All have good opportunities to write in subject areas and topics such as French and
‘Sounds of Africa’.
- Throughout the school, pupils make good progress in reading because of the strong emphasis
placed on learning phonic skills and encouraging reading. This gives pupils, including the few
who speak English as an additional language, good strategies for reading and spelling words.
Parents often listen to their children read, and this too is helping to raise standards.
- Most pupils are making good progress in mathematics, but the recently introduced
improvements such as a revised calculation policy are not yet having a full impact. Occasionally,
tasks are not sufficiently challenging because teachers do not demand enough from the pupils.
In one lesson, for example, some pupils found the work easy and finished early but were not
provided with additional, more demanding tasks.
- The pupils affected are generally those of lower or middle ability, but the few disabled pupils and
those who have special educational needs make good progress in mathematics and particularly
in English. The expertise of some highly skilled teaching assistants, who work closely with
individuals or small groups in lessons, is making sure that all achieve well.
- The school uses the small amount of additional funding well to provide individual help for the
very few pupils known to be eligible for the pupil premium, and school records show that this
helps to improve their attainment in English and mathematics. Not enough pupils were known to
be eligible for free school meals in 2012 to comment on their attainment in national tests
without identifying them.
|The quality of teaching||is good|
- Teaching is usually good, and it is sometimes outstanding in Years 5 and 6. Typical features
include effective planning which provides tasks that are matched to the ability of pupils and
interesting, often practical work with pupils working independently and using computers.
- In the two lessons where teaching was outstanding, teaching ensured that learning was
challenging and fun. Pupils enjoyed looking for patterns when working out how many batteries
they could buy and creating their own poems about Mum as an inanimate object! One, described
as a steamroller, caused much mirth!
- In Reception, the current planning format makes it difficult to check that all areas of learning are
given equal emphasis. It was not clear, for example, that developing mathematics skills has the
same emphasis as in the other classes. Links between indoor and outdoor learning are not
always made clear, limiting the opportunities for children to develop new skills at a quicker pace.
- Teachers make frequent and accurate checks on pupils’ rates of progress in English, so any
pupils in danger of falling behind are quickly identified and supported. The same attention is now
being applied to pupils’ performance in mathematics in order to raise standards.
- Disabled pupils and those who have special educational needs make good progress because
their individual learning needs are recognised and catered for well in teachers’ lesson planning.
The high level of skill demonstrated by a teaching assistant in a Year 5 lesson ensured pupils
found a pattern for their calculation and were able to explain it to others.
- Marking is thorough and usually gives pupils clear guidance on how to improve punctuation and
the content of their written work. Reading is taught well with pupils building effectively on their
phonic knowledge to spell words correctly.
- In mathematics, progress is limited when teachers do not plan sufficiently challenging tasks that
build on pupils’ previous learning, and they do not make the most of opportunities that arise in
different subjects for pupils to practise their mathematical skills. Most of the more-able pupils
are appropriately challenged. Other pupils occasionally find work too easy and this limits the
progress that they make.
- In lessons, there is usually a quiet industrious atmosphere and pupils work together well. They
help one another by pooling ideas and constantly trying to do their best.
|The behaviour and safety of pupils||are good|
- Pupils look after one another, and their good behaviour in lessons is a key feature helping all to
- All say that they feel safe and that they have ‘loads of friends on the first day in school’. They
say that teachers are kind and helpful, and summed this up by saying, ‘It’s good to be stuck, but
not to stay stuck’.
- Pupils clearly enjoy coming to school. This is shown by their above-average attendance.
- A quarter of the parents responded to the inspection questionnaire and all were overwhelmingly
positive about the school. Those spoken to during the inspection agree that their children enjoy
school. ‘It has a family feel’ and ‘children prefer school to holidays’ were some of the supportive
views expressed by parents.
- Pupils have a good understanding of different types of bullying, such as name-calling and misuse
of mobile phones or emails. They say that bullying is not an issue in the school, a view backed
up by school records, but know what to do if they experience any form of bullying and are
confident that staff will help them.
- Staff manage behaviour consistently well, and normally deal with any incidents of inappropriate
behaviour immediately and effectively. There have been no exclusions in the past two years.
|The leadership and management||are good|
- The new headteacher is ably supported by the senior leadership team. All its members have
clearly defined roles and areas of responsibility. Pupils’ progress is checked on a regular basis.
The deputy headteacher’s expertise in analysing data is invaluable in identifying individuals or
groups who are falling behind.
- Leaders check teaching in detail through termly lesson observations, and this helps to make sure
that it is effective in promoting learning. These checks identified that teachers’ expectations in
mathematics were not consistently high enough to raise attainment to the same level as in
English. As a result, the school has made the quality of teaching in mathematics a focus for
- The leadership of the teaching and support provided for disabled pupils and those who have
special educational needs is good. Parents and carers are fully informed about their children’s
progress and involved in regular reviews. Most are pleased with the learning support provided
for their children by staff and outside specialists brought in to help.
- Leaders and the governing body make sure that teachers’ pay rises are closely linked to their
performance. The national Teachers’ Standards are used effectively to judge the quality of
- The school benefits from being a member of a multi-academy trust because the extra tier of
management in the trust’s executive committee adds to the pool of available expertise. The aim
to ‘share, support and improve’ for the six schools in the trust group is central to the
committee’s work. The close links with other similar schools enable staff to share their skills and
experience, and collectively work out the best way to tackle areas of underachievement.
- The good range of after-school clubs such as ‘mad for science’ and ‘Woodlarks’ contribute well to
pupils’ achievement and their spiritual, moral, social and cultural development. Religious studies,
topics about Africa and strong links with the church and a school in Cameroon give pupils a good
understanding of other cultures and faiths.
- The school has built up good relationships with parents and carers. Virtually all agree that staff
treat every pupil equally, their children are looked after well, and discrimination is not tolerated
in any form.
- The governance of the school:
The governors know how effectively staff are working because they regularly visit school to
find out for themselves. This gives them a good understanding about the quality of teaching.
All study performance data and are able to see how well children are doing compared to
others nationally. They are beginning to focus their attention on helping the school to check
how well it is tackling the areas identified as priorities for improvement. All governors produce
detailed written visit reports, which highlight things that are going well and areas for further
improvement. The governing body reviews the performance of the headteacher and teachers
each year to determine pay and promotion. Governors are extremely well trained, attending a
wide range of training events each year. Their personal expertise is used to good effect to
support the work of the various committees and to challenge the school with a view to
improving aspects such as health and safety and child protection. All current national
requirements relating to employment and safeguarding are met. They manage financial
resources well and carefully check the impact of pupil premium funding on the achievement of
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.
|Unique reference number||138296|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Academy converter|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||202|
|Appropriate authority||The governing body|
|Date of previous school inspection||Not previously inspected|
|Telephone number||01530 837747|
|Fax number||01530 815746|