School etc

Saint Clare's Primary School A Catholic Voluntary Academy, Coalville, Leicestershire

Saint Clare's Primary School A Catholic Voluntary Academy, Coalville, Leicestershire
Convent Drive

phone: 01530 837747

headteacher: Mrs Louise Freeman

reveal email: stcl…

school holidays: via Leicestershire council

201 pupils aged 4—10y mixed gender
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 #

rooms to rent in Markfield

Schools nearby

  1. Saint Clare's Catholic Primary School, Coalville, Leicestershire LE673SF
  2. 0.1 miles Belvoirdale Community Primary School LE673RD (294 pupils)
  3. 0.2 miles Newbridge High School LE673SJ
  4. 0.2 miles Newbridge High School LE673SJ (498 pupils)
  5. 0.7 miles Hugglescote Community Primary School LE672HA (424 pupils)
  6. 0.8 miles Broom Leys School LE674DB
  7. 0.8 miles Broom Leys School LE674DB (569 pupils)
  8. 0.9 miles All Saints Church of England Primary School, Coalville LE673LB (187 pupils)
  9. 0.9 miles Forest Way School LE674UU
  10. 1.1 mile Stephenson Studio School LE673TN (106 pupils)
  11. 1.2 mile Stephenson College LE673TN
  12. 1.5 mile New Swannington Primary School LE675DQ (192 pupils)
  13. 1.6 mile Ellistown Community Primary School LE671EN (235 pupils)
  14. 1.7 mile Woodstone Community Primary School LE672AH (216 pupils)
  15. 1.7 mile Ravenstone Primary School LE672AE
  16. 1.7 mile Warren Hills Community Primary School LE674TA (185 pupils)
  17. 1.7 mile Swannington Church of England Primary School LE678QJ (59 pupils)
  18. 1.7 mile Holy Cross Catholic Primary School, Whitwick, Leicestershire LE675AT
  19. 1.7 mile King Edward VII Science and Sport College LE674UW
  20. 1.7 mile Holy Cross School: A Catholic Voluntary Academy, Whitwick, Leicestershire LE675AT (191 pupils)
  21. 1.7 mile King Edward VII Science and Sport College LE674UW (938 pupils)
  22. 1.8 mile Whitwick St John The Baptist Church of England Primary School LE675AT (343 pupils)
  23. 1.8 mile Castle Rock High School LE674BR
  24. 1.8 mile Forest Way School LE674UU (188 pupils)

List of schools in Markfield

School report

Saint Clare’s Primary School A

Catholic Voluntary Academy,

Coalville, Leicestershire

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.

Inspection team

Joseph Peacock, Lead inspector Additional Inspector
Janis Warren Additional Inspector

Full report

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
    and outdoors.

Inspection judgements

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
    do well.
  • 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
    eligible pupils.

What inspection judgements mean


Grade Judgement Description
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.

School details

Unique reference number 138296
Local authority N/A
Inspection number 412357

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Academy converter
School category Non-maintained
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 202
Appropriate authority The governing body
Chair Sarah Noon
Headteacher Louise Freeman
Date of previous school inspection Not previously inspected
Telephone number 01530 837747
Fax number 01530 815746
Email address reveal email: off…


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