St Augustine's RC (A) Primary School Closed - academy converter Oct. 31, 2013
phone: 01782 *** ***
headteacher: Mr Edward Byrne
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: 392835, Northing: 341648
- GPS coordinates
- Latitude: 52.972, Longitude: -2.1081
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- Jan. 29, 2013
- Archdiocese of Birmingham
- Region › Const. › Ward
- West Midlands › Stoke-on-Trent South › Meir South
- Urban > 10k - less sparse
- Private Finance Initiative
- Part of PFI
- St Augustine's RC (A) Primary School ST37DF (231 pupils)
- 0.1 miles Sandon Business and Enterprise College ST37DF (831 pupils)
- 0.2 miles Grange Nursery School ST37AN (59 pupils)
- 0.3 miles Sandon Primary School ST37AW (355 pupils)
- 0.3 miles Kinetic Academy ST37DJ (17 pupils)
- 0.3 miles Sandon Primary School ST37AW
- 0.5 miles Alexandra Junior School ST37JG (225 pupils)
- 0.6 miles Meir Nursery School ST36DQ
- 0.6 miles Meir Primary School ST36DJ
- 0.6 miles Abbey Hill School and Performing Arts College ST35PR (210 pupils)
- 0.7 miles Longton High School ST35PR
- 0.8 miles Alexandra Infants' School ST34PZ (198 pupils)
- 0.8 miles Belgrave CofE (C) Primary School ST34TP
- 0.8 miles Belgrave St Bartholomew's Academy ST34TP (478 pupils)
- 0.9 miles Westfield Nursery School ST31QZ (45 pupils)
- 0.9 miles Crescent Primary School ST36HZ
- 0.9 miles The Crescent Academy ST36HZ (541 pupils)
- 1.1 mile Florence Primary School ST34NH
- 1.1 mile Dresden CofE (C) Primary School ST34PJ
- 1.1 mile St Matthews CofE (A) Primary School ST37NE
- 1.1 mile St Matthews Church of England Academy ST37NE (94 pupils)
- 1.2 mile Weston Coyney Junior School ST36NG (241 pupils)
- 1.2 mile Meir Heath Primary School ST37JQ (375 pupils)
- 1.3 mile Park Hall Primary School ST35QU (458 pupils)
St Augustine’s Catholic Primary
Sandon Road, Meir, Stoke-On-Trent, Staffordshire, ST3 7DF
|Inspection dates||29–30 January 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
| Many children start school with skills and |
As a result of good teaching throughout the
Disabled pupils and those who have special
The school makes sure that all pupils have an
knowledge well below those generally
expected for their age. From low starting
points they make good progress in their
school, and outstanding teaching in some
year groups, standards in mathematics and
English are in line with the national average
by the end of Year 6.
educational needs are particularly well
supported by staff in lessons and make good
equal opportunity to learn; it uses the extra
funding it receives for those eligible for free
school meals wisely.
| Good teaching results in pupils making speedy |
Pupils behave well in lessons and around
Pupils value the role played by peer mediators
Senior leaders and governors have improved
School leaders robustly hold senior leaders to
progress in the majority of classes.
school; they are polite and courteous to each
other and to their teachers.
who have helped to improve behaviour,
contributing well to their feeling safe in school.
pupils’ achievement and the quality of teaching
well since the previous inspection. They share
a strong desire to settle for nothing less than
the best for all pupils.
account for school improvement and manage
the performance of staff productively.
| The rate of progress in learning made by |
pupils is not as fast in some classes as in
| A small amount of teaching does not meet the |
learning needs of all the pupils.
Information about this inspection
- Inspectors observed 18 lessons or part lessons, two of which were joint observations with the
headteacher and one with the deputy headteacher. In addition, the inspectors listened to pupils
read and observed teaching assistants working with pupils.
- Discussions were held with two groups of pupils, with the Chair of the Governing Body and with
teachers. An interview was conducted with a representative of the local authority.
- An inspector held brief discussions with parents at the end of the school day. Inspectors
considered the 20 responses to the online questionnaire (Parent View) and the most recent
responses from school questionnaires circulated to all parents. Information from 18 staff
questionnaires was also considered as part of the inspection.
- Inspectors scrutinised the school’s plans for improvement as well as documents relating to
safeguarding, behaviour and attendance.
- A broad range of other evidence was also scrutinised by inspectors including pupils’ current work
in books and the school’s own data and monitoring records of how well pupils progress in their
learning, particularly for the Year 6 pupils who were on a residential visit and not in school
during the inspection.
|Declan McCauley, Lead inspector||Additional Inspector|
|Pamela Davenport||Additional Inspector|
Information about this school
- The school is smaller than an average-sized primary school.
- An above-average proportion of pupils are eligible for the pupil premium which provides
additional government funding for children in local authority care, those from service families
and those known to be eligible for free school meals.
- A slightly above-average proportion of pupils are supported at school action.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is about the national average.
- The majority of pupils are of White British heritage.
- The proportion of pupils who speak English as an additional language is slightly above average
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Maximise the rates of progress made by all pupils in their learning by:
increasing the impact of recently appointed subject leaders
ensuring all teachers exploit fully the creative learning opportunities afforded by the newly
sharing the existing outstanding practice between all staff
increasing the independence of all pupils as learners.
- Eradicate teaching which is not fully meeting the needs of all pupils in lessons by:
further refining how teachers assess and respond to the learning of individual pupils
ensuring learning tasks are matched very precisely to pupils’ needs
substantially increasing the amount of more difficult work given to pupils who are more able.
|The achievement of pupils||is good|
- The proportion of pupils making and exceeding the progress expected of them whilst in Key
Stage 2 in English and mathematics is above the national average. It is much higher in English
than in mathematics.
- Attainment has improved since the previous inspection because most teachers use information
about pupils’ precise levels of ability to plan for their specific learning needs. This is particularly
the case in Year 2 and Year 6. In these year groups the progress made by pupils accelerates
rapidly because of exceedingly effective teaching. However, on occasions, lessons do not meet
the needs of all pupils, especially the most able, who sometimes do not get work that is hard
enough for them.
- Pupils who are eligible for the pupil premium are currently making rapid progress in their reading
and writing. They are matching or exceeding the progress made by all pupils. This is because
their specific needs are being well met by the school through the careful use of the funding.
- Although Year 6 pupils were not in school during the inspection their books show that they make
at least good, and in some cases outstanding, progress. This contrasts with pupils in Year 1 and
in lower Key Stage 2 whose progress sometimes slows when work is not well matched to their
- After joining school from low starting points children make good progress in the Early Years
Foundation Stage where they benefit from well-designed development opportunities in a
stimulating learning environment. During the inspection children enjoyed finding out about
forming the letter ‘j’ using their fingers in flour. Because learning was fun, they made good
progress in understanding letter shapes and letter names by the end of the session.
- All pupils read well. Many of those who join the school at the early stages of learning English as
an additional language make rapid progress in reading and speak enthusiastically about how the
school has helped them to improve.
- Disabled pupils and those who have special educational needs are well catered for. The school
closely watches their progress and is committed to ensuring they have the same opportunities as
others. During lessons they make rapid progress in their learning because of the very caring and
supportive teaching by teaching assistants. Small-group work for pupils outside the classroom is
successfully targeted at supporting those with very specific learning needs.
|The quality of teaching||is good|
- Good and some outstanding teaching secures good achievement for all pupils. The majority of
teachers meet the individual learning needs of all pupils well. In lessons where the quality of
teaching is particularly strong, teachers skilfully increase the rate of learning when they
recognise that pupils have grasped a concept or improved their understanding in literacy and
numeracy. Not all teaching follows this very effective practice.
- Teaching assistants support learning effectively and improve all pupils’ learning well. In many
classes teaching assistants work successfully with teachers and the whole class to promote rapid
learning, particularly in literacy.
- In outstanding lessons, teachers plan very carefully to improve pupils’ understanding
exceptionally rapidly, such as in a Year 5 lesson where the teacher matched the learning task
precisely to the pupils’ ability levels. Some of the work asked of the pupils challenged them to
think at a very high level about how they could systematically solve a mathematical challenge.
- In the more effective lessons, teachers use questioning well to gain a valuable insight into how
effectively their teaching is helping pupils to increase their learning. This type of questioning was
observed working exceptionally well when a teacher probed younger pupils’ understanding of
joining two adjectives together in a sentence. The pupils responded well and their understanding
of how to use adjectives took a good step forward.
- Pupils’ books show that they take a pride in their work and many teachers have high
expectations for what pupils can achieve.
- In many lessons, the rate of learning is fast because teachers plan well to meet the needs for
pupils and extend their learning. However, planning to meet the precise needs of all pupils is not
consistent throughout all classes, and this sometimes results in work being too easy, especially
for the more-able pupils.
- In a few lessons the pace of learning slows because tasks are over-directed and pupils are not
allowed to flourish as independent learners.
- The environment for learning in school is rich and pupils have many opportunities to learn
through creative and exceptionally engaging activities very well matched to their interests.
|The behaviour and safety of pupils||are good|
- In many lessons, pupils explain they have a love of learning; this is particularly the case in
writing. One pupil reported she was enjoying learning about how to empathise with the feelings
of the wolf in ‘
Little Red Riding Hood
’’ because the teacher had given her the opportunity to
- Pupils behave well around school and in lessons. In the vast majority of lessons their attitudes to
learning are good and they are willing participants in lessons. From time to time pupils report
lessons can be disrupted by a few pupils who do not want to listen or learn, although these
instances are said to be uncommon.
- Teachers are ably supported by teaching assistants in ensuring pupils behave and respond well
to instructions during lessons. Pupils participate well in lessons which are stimulating and
interest them. All pupils in Year 4 were highly motivated and participated successfully in a design
project using art straws to construct towers and consider how they could increase the stability of
- Pupils report behaviour has improved on the playground at break times and lunch breaks. Pupils
feel strongly that the peer-mediation programme, where pupils resolve difficulties which arise
from time to time, has played an important part in this.
- Pupils are aware of how to stay safe on the internet. They agree the well-fenced perimeter is an
important factor in their feeling safe in school. They report a few instances of bullying but agree
these are resolved rapidly and to their satisfaction when they arise.
- Pupils are very aware of different types of bullying. They have been involved in a number of
initiatives in school to improve behaviour. These have included writing a policy for anti-bullying
in child-friendly language, which has reduced instances of bullying to a very small number.
- Pupils are very tolerant and supportive of each other in school. Particularly when pupils join the
school from other countries. Pupils say, ‘This is a lovely school and we enjoy learning here.’
|The leadership and management||are good|
- The senior leaders have high expectations; they expect the highest quality teaching in every
lesson. They monitor the quality of work carried out by pupils and how well teachers are
teaching. They use this information well to bring about improvement.
- The revised, rich and diverse school curriculum is used well by many teachers to enhance pupils’
learning through very creative and stimulating learning experiences. However, a few teachers
have not yet fully incorporated all the benefits it offers to improve their teaching.
- Since the previous inspection the relentless focus of leaders, including governors, on securing
improvement has resulted in improved achievement, although rates of pupils’ progress is slower
in some year groups than in others. Rightly, those charged with improving the school recognise
this, and have begun to implement plans to secure the best achievement for all pupils. Recent
moves of teachers between classes have been made to improve teaching and learning in specific
year groups, such as Year 3.
- School leaders know who the best teachers are in school and recognise how important it is for
them to share their knowledge of outstanding teaching with others. So far this has not happened
- Although the new members of staff leading literacy are keen and enthusiastic, their appointment
to the role is recent and so they have not had time to make an impact on improving pupils’
- The school has been well supported by the local authority resulting in many improvements since
the previous inspection; one such improvement has been the more robust use of pupils’ tracking
data to secure rapid progress in learning.
- The governance of the school:
The governing body are very clear about the strengths of the school and that there are a few
weaknesses remaining which prevent the school from being outstanding, such as variable
achievement and some weaker teaching. Governors ensure that the pupil premium is spent
wisely by the school. They know about the academic performance of pupils and how to
compare the performance of their school to that of others. They focus well on holding school
leaders to account for improvements. Members of the governing body manage the
performance of the headteacher and all school staff well. Through this process they reward
effective teachers and endeavour to support those who need to improve further.
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||124322|
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||231|
|Appropriate authority||The governing body|
|Date of previous school inspection||12 May 2010|
|Telephone number||01782 319504|
|Fax number||01782 319580|