St Aidan's Catholic Primary School Closed - academy converter Oct. 31, 2013
phone: 020 *** ***
headteacher: Mrs Helen Brown
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- Close date
- Oct. 31, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 544933, Northing: 187367
- GPS coordinates
- Latitude: 51.567, Longitude: 0.089684
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- May 16, 2012
- Diocese of Brentwood
- Region › Const. › Ward
- London › Ilford South › Newbury
- Urban > 10k - less sparse
- St Aidan's Catholic Primary School IG14AS (466 pupils)
- 0.2 miles Seven Kings High School IG27BT (1387 pupils)
- 0.3 miles Canon Palmer Catholic School IG38EU
- 0.3 miles The John Barker Centre IG11UE (4 pupils)
- 0.3 miles The Palmer Catholic Academy IG38EU (1214 pupils)
- 0.3 miles Read Academy IG14AD (17 pupils)
- 0.4 miles Downshall Primary School IG38UG (568 pupils)
- 0.4 miles Five Rivers London IG38RG
- 0.4 miles Aldborough Primary School IG38HZ (228 pupils)
- 0.4 miles Isaac Newton Academy IG11FY (362 pupils)
- 0.6 miles Christchurch Junior School IG14LQ
- 0.6 miles Christchurch Infants' School IG14LQ
- 0.6 miles St Peter and Paul's Catholic Primary School IG11SA (460 pupils)
- 0.6 miles Winston Way Primary School IG12WS (715 pupils)
- 0.6 miles Christchurch Primary School IG14LQ (1064 pupils)
- 0.7 miles Gordon Infants' School IG11SU (221 pupils)
- 0.7 miles Newbury Park Primary School IG27LB (929 pupils)
- 0.7 miles South Park Junior School IG39HF
- 0.7 miles South Park Infants' School IG39HF
- 0.7 miles Ilford Grammar School IG38RW (169 pupils)
- 0.7 miles South Park Primary School IG39HF (813 pupils)
- 0.8 miles Eastcourt Independent School IG38UW (323 pupils)
- 0.8 miles Oaks Park High School IG27PQ (1554 pupils)
- 0.9 miles Farnham Green Primary School IG38UY (622 pupils)
|Inspection date(s)||16-17 May 2012|
St Aidan's Roman Catholic Primary
|Unique reference number||102846|
|Inspection dates||16–17 May 2012|
|Lead inspector||Penny Spencer|
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||465|
|Appropriate authority||The governing body|
|Date of previous school inspection||10 December 2007|
|School address||Benton Road|
|Telephone number||020 8590 5223|
|Fax number||020 8503 8344|
|Inspection report:||St Aidan's Roman Catholic Primary School, 16–17 May 2012||2 of 12|
You can use Parent View to give Ofsted your opinion on your child’s
school. Ofsted will use the information parents and carers provide when
deciding which schools to inspect and when.
You can also use Parent View to find out what other parents and carers
think about schools in England. You can visit
www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted
|Inspection report:||St Aidan's Roman Catholic Primary School, 16–17 May 2012||3 of 12|
|Penny Spencer||Additional inspector|
|Christopher Crouch||Additional inspector|
|Trevor Neat||Additional inspector|
This inspection was carried out with two days' notice. Inspectors observed 19 lessons
seeing all teachers. They held meetings with senior and middle leaders, members of
the governing body, parents, and several groups of pupils. Inspectors took account
of the responses to the on-line Parent View survey in planning the inspection. They
observed the school’s work, looked at work in pupils’ books, and at the school’s
analysis of data, the school development plan, school self-evaluation and records of
monitoring of teachers’ performance. Inspectors also analysed the 240 parents’ and
carers’ questionnaires, as well as those from staff and pupils.
Information about the school
This larger-than-average Catholic primary school serves a diverse population. The
proportion of pupils who are eligible for free school meals is slightly above average.
The majority of pupils come from minority ethnic backgrounds. Almost half of pupils
speak English as an additional language. Approximately 65% of pupils belong to the
Catholic faith with the remainder embracing a wide variety of other beliefs. The
proportion of pupils supported at school action plus or with a statement of special
educational needs is average. The proportion of pupils joining or leaving the school
at other than the usual times is higher than average. The school has gained a
number of awards including National Healthy School Status, Activemark, Artsmark
and ICT mark. The school has a breakfast club managed by the governing body. In
recent months, there have been several staff changes. These include the recruitment
of several new teachers to cover sickness and maternity leave. The school meets the
government’s current floor standard, which sets the minimum requirements for
pupils’ attainment and progress.
|Inspection report:||St Aidan's Roman Catholic Primary School, 16–17 May 2012||4 of 12|
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This happy, inclusive and multi-cultural school is good because it is well-led
and managed and all pupils make good progress. It is not yet outstanding
because the quality of teaching is not outstanding overall and does not enable
all pupils to make maximum progress.
- Achievement is good. Children make good progress in the Early Years
Foundation Stage and this is sustained and improved as they move through
the school. Consequently, by the time they leave at the end of Year 6, all
groups of pupils achieve standards that are broadly in line with those of their
peers nationally. Occasionally some higher ability pupils, especially in Key
Stage 1, are not challenged enough to achieve as highly as they might.
- Good teaching overall stimulates the pupils’ imaginations, drives learning
forward and is the foundation for good achievement. Although teaching
enables pupils to achieve well, inconsistencies in the marking for some pupils,
means they are not always sure of how to improve. Poor presentation in many
pupils’ books detracts from their achievement and does not reflect their ability.
- Pupils behave well in lessons and around the school. They are highly
motivated and work hard. Pupils are polite, cooperate well with adults and
each other and enjoy their learning.
- The headteacher is supported ably by her senior leadership team, a well-led
governing body and effective middle leaders. The school’s performance is well
managed. Leaders ensure that pupils’ spiritual, moral, social and cultural
development is well promoted, especially through music and art. The school’s
Catholic ethos is present in all it does. Pupils are given time to think through a
good range of issues and this practice promotes a spirit of enquiry, developing
them as reflective citizens.
What does the school need to do to improve further?
- By summer 2013, raise achievement by ensuring that teaching in all classes is
good or better through:
more effective marking of pupils’ work so that their mistakes are corrected
and misunderstandings are clarified
higher expectations for handwriting and presentation of work to reflect the
|Inspection report:||St Aidan's Roman Catholic Primary School, 16–17 May 2012||5 of 12|
- Improve planning in Key Stage 1 to ensure work consistently challenges those
pupils who could do harder work.
Achievement of pupils
Children join the Early Years Foundation Stage with skills that are below, and
sometimes well below, those expected for their age. They make good progress. By
the end of their Reception Year, most children’s skills are in line with those expected
for their age, particularly in communication, language and literacy and in their
Pupils continue to make good progress, and attainment in Key Stage 1 is rising,
although attainment at the higher levels is not yet as good as it could be. Continued
good progress means pupils leave Year 6 with attainment that is broadly average;
the percentage of pupils achieving at the higher levels has increased, especially in
English. Rigorous analysis of assessment data shows a steady rise in current
outcomes for all pupils.
Disabled pupils and those who have special educational needs, as well as those who
speak English as an additional language, make good progress from their starting
points because their needs are carefully assessed and work is planned appropriately.
Pupils, who read to the inspectors, had a very positive attitude to reading, which was
further evidenced during observations in the classrooms. Younger pupils show
developing skills appropriate for their age, supported by a regularity of reading both
at home and school; attainment at the end of Key Stage 1 is above average. By the
end of Year 6 pupils are showing a great deal of sophistication in their reading ability
and understanding of different texts and authors ensuring they are well placed to
move on to the next stage of their education. Pupils’ ability, to both decode words
and understand the books they are reading, is supported by the structured approach
to the teaching of phonics (the sounds that letters make) used throughout the
school. This is ensuring that pupils are making better-than-expected progress in
Pupils have high aspirations and are determined to do well. Their positive attitudes
and the sensible way in which they work together contribute significantly to their
effective acquisition of knowledge and development of essential skills.
The overwhelming majority of parents and carers feel their children are making good
progress in school.
Quality of teaching
The inspection confirms the judgement of almost all parents and carers, that their
children are making good progress because they are taught well and their individual
needs are carefully met. Much teaching is lively and pitched carefully to meet each
Children are given a stimulating start in the Early Years Foundation Stage because
good, well-organised teaching creates learning opportunities that are personalised
for the needs of every child. Inspectors witnessed outstanding teaching, during a
Reception class session, where children took part in a mock conference to organise
events for the Olympics. They showed sustained concentration and obvious
enjoyment, leading to exceptional learning experiences for all.
Teachers are secure in knowing how well pupils are doing and the needs of different
groups throughout the school. As a result, teachers generally plan activities that are
appropriately challenging for different groups of learners by age and ability.
However, sometimes the level of challenge is too low for more-able pupils, especially
in Key Stage 1 and, as a result, they occasionally make less progress than other
groups of pupils.
Disabled pupils and those who have special educational needs, and those who speak
English as an additional language, do well because learning is carefully tailored to
their needs. Very effective deployment of learning support staff allows all pupils to
access the curriculum effectively.
Teachers encourage ‘talk partners’ and plan good opportunities for speaking,
including role play and drama. This helps pupils to generate ideas and use their
learning targets which are clearly laid out in their books. Consequently, pupils often
refer to the levels at which they are working. The best marking of work is thorough
and challenges pupils to correct their mistakes. However, there are inconsistencies in
approach that mean some pupils are not always clear about their next steps for
Teaching of reading and writing is exceptionally well structured with pupils being
taught in ability groups across the school. As a result, teaching is securely targeted
to the needs of the pupils which is leading to a sustained rise in outcomes for all
groups. Many parents commented particularly on how this approach has improved
their children’s learning. As one parent commented, ‘My child has been given a great
start in life due to the teaching and commitment of the staff at St. Aidan’s’.
Teachers’ plan the creative, enquiry-based curriculum, well, to offer a wide range of
developmental opportunities. For example, pupils in Year 6 used their class webpage
to post poems and stories for their classmates and visitors to comment on, while
pupils in Year 2 worked out how to re-home a family following a fire, including
ensuring there was a fire alarm in the new property. These opportunities successfully
support the pupils’ good spiritual, moral, social and cultural development.
Behaviour and safety of pupils
Pupils from diverse backgrounds get on well together. They are courteous, polite and
support one another well. Staff model how relationships can be built on mutual
respect and consideration for the feelings of others. Consistency in managing
behaviour allows pupils to retain their vibrant character within an atmosphere that is
purposeful and caring.
Pupils in Year 6 take on responsible roles in leading house forums, as sports captains
and playground helpers. They were keen to explain how they had to apply correctly
for the jobs and have an interview with the headteacher to make sure they were
suitable. After discussions at House Forum meetings with all members of their houses
from Year 1 to Year 6 they use their budgets to support fundraising events for their
chosen charity or for school improvement, such as purchasing new playground
equipment. They take these roles very seriously and ensure that money is not
wasted. They act as strong role models for the rest of the pupils and contribute
effectively to the overall good behaviour.
The school has very comprehensive procedures in place to check on and promote
attendance. As a result, and because of pupils’ very positive attitudes towards
school, attendance levels are above average. Punctuality to school and to lessons is
Pupils demonstrate a very strong awareness of how to identify risks and keep safe,
including when using the internet. Bullying was said to be very rare including cyber
bullying and if there is any it is dealt with quickly and effectively. Almost all parents
and carers feel the school keeps their children safe and that behaviour is good. Some
pupils, in their responses to the questionnaires, were less sure that behaviour was
good most of the time. Discussions, by inspectors, with pupils from all key stages in
a variety of situations did not bear this out at all.
Leadership and management
Good leadership and management provide the school with a sharp focus on
improvement and a clear vision for future development. Self-evaluation is accurate
and informs good-quality strategic planning that provides a clear path for the
successful implementation of its aims. School leaders have developed an
environment in which there is a constant drive to raise achievement. The rigorous
analysis of assessment data enables leaders to focus their attention on ensuring
every child realises their potential.
The governing body provides good strategic direction and has been determinedly
involved in the school’s improvement. They provide a good level of challenge to
school leaders, regularly analysing the performance of pupils and monitoring
improvement. These features underpin the school’s strong capacity for further
The school has raised the involvement of middle leaders, who have successfully
managed a wide range of curriculum improvement initiatives to enthuse learners.
The good curriculum is broad and exciting with well-developed provision for the
needs of all pupils, using a range of technology to enhance learning. It builds well on
pupils’ previous learning and their first-hand knowledge of diversity and other
cultures. Pupils comment excitedly on the opportunities they have, to take on real-
life roles as part of their topics. The take-up of the wide range of extra-curricular
activities is high and parents and carers are very appreciative of the extra
opportunities available for their children.
Leaders’ and managers’ impact on pupils’ spiritual, moral, social and cultural
development is very positive. Through their committed, faith-based, ethos they
promote a strong climate for pupils to work and play together harmoniously. Pupils’
actions show their good understanding of right and wrong. This good practice and
the supportive atmosphere for pupils’ learning and personal development reflect the
school’s rigorous attention to promoting equality of opportunity and tackling
School leaders have worked effectively to engage with parents and carers who are
always welcomed into the school. The majority of parents and carers say that their
views are sought and acted upon, and they are kept very well informed of the
progress of their children.
The school site is well maintained and arrangements for safeguarding pupils meet
statutory requirements; staff have a robust knowledge of procedures to safeguard
pupils’ welfare and safety.
|Inspection report:||St Aidan's Roman Catholic Primary School, 16–17 May 2012||6 of 12|
|Inspection report:||St Aidan's Roman Catholic Primary School, 16–17 May 2012||7 of 12|
|Inspection report:||St Aidan's Roman Catholic Primary School, 16–17 May 2012||8 of 12|
|Inspection report:||St Aidan's Roman Catholic Primary School||9 of 12|
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
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
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 to 31 December 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 (see www.ofsted.gov.uk).
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.
|Inspection report:||St Aidan's Roman Catholic Primary School||10 of 12|
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
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 improvement.
Floor standards the national minimum expectation of attainment
and progression measures.
Leadership and management: 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 the school.
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 example e-learning.
|Inspection report:||St Aidan's Roman Catholic Primary School||11 of 12|
18 May 2012
Inspection of St Aidan’s Roman Catholic Primary School, Ilford, IG1 4AS
Thank you very much for the friendly welcome you gave us when we visited your
school. We enjoyed talking with you and seeing you at work and play. We
particularly enjoyed talking to you about what it is like to be a pupil in your school,
hearing you read and coming to see your lessons. Your parents and carers are very
pleased with the school. This letter is to tell you that we found that St Aidan’s is a
good school. Some of the things that make it good are that:
- you behave well and you are very helpful, thoughtful and polite
- you work hard and you make good progress to achieve well
- you enjoy your lessons and your curriculum topics are interesting and exciting
- you have effective school leaders and teachers who make sure you are safe.
To help your school to be even better we have asked your headteacher and senior
- make teaching even better by asking teachers to mark your books more
effectively so that you know exactly what you have done well and what you
need to do next
- make sure those of you who find the work easy are challenged even more
- ensure that you always present your work well, with good handwriting, so it is
easy to see how well you are doing.
You can help by continuing to work hard and by enjoying everything you do at
We send you our best wishes for the future.
|Inspection report:||St Aidan's Roman Catholic Primary School||12 of 12|