School etc

St Augustine's RC (A) Primary School Closed - academy converter Oct. 31, 2013

see new St Augustine's RC (A) Primary School

St Augustine's RC (A) Primary School
Sandon Road

phone: 01782 *** ***

headteacher: Mr Edward Byrne

reveal email: eby…

school holidays: via Stoke-on-Trent council

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

rooms to rent in Stoke-On-Trent

Schools nearby

  1. St Augustine's RC (A) Primary School ST37DF (231 pupils)
  2. 0.1 miles Sandon Business and Enterprise College ST37DF (831 pupils)
  3. 0.2 miles Grange Nursery School ST37AN (59 pupils)
  4. 0.3 miles Sandon Primary School ST37AW (355 pupils)
  5. 0.3 miles Kinetic Academy ST37DJ (17 pupils)
  6. 0.3 miles Sandon Primary School ST37AW
  7. 0.5 miles Alexandra Junior School ST37JG (225 pupils)
  8. 0.6 miles Meir Nursery School ST36DQ
  9. 0.6 miles Meir Primary School ST36DJ
  10. 0.6 miles Abbey Hill School and Performing Arts College ST35PR (210 pupils)
  11. 0.7 miles Longton High School ST35PR
  12. 0.8 miles Alexandra Infants' School ST34PZ (198 pupils)
  13. 0.8 miles Belgrave CofE (C) Primary School ST34TP
  14. 0.8 miles Belgrave St Bartholomew's Academy ST34TP (478 pupils)
  15. 0.9 miles Westfield Nursery School ST31QZ (45 pupils)
  16. 0.9 miles Crescent Primary School ST36HZ
  17. 0.9 miles The Crescent Academy ST36HZ (541 pupils)
  18. 1.1 mile Florence Primary School ST34NH
  19. 1.1 mile Dresden CofE (C) Primary School ST34PJ
  20. 1.1 mile St Matthews CofE (A) Primary School ST37NE
  21. 1.1 mile St Matthews Church of England Academy ST37NE (94 pupils)
  22. 1.2 mile Weston Coyney Junior School ST36NG (241 pupils)
  23. 1.2 mile Meir Heath Primary School ST37JQ (375 pupils)
  24. 1.3 mile Park Hall Primary School ST35QU (458 pupils)

List of schools in Stoke-On-Trent

School report

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
Previous inspection: Satisfactory 3
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.

Inspection team

Declan McCauley, Lead inspector Additional Inspector
Pamela Davenport Additional Inspector

Full report

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
    and increasing.
  • 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
    developed curriculum
    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.

Inspection judgements

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
    learning needs.
  • 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

consider emotions.

  • 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
    the structures.
  • 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
    effectively enough.
  • 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 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 124322
Local authority Stoke-On-Trent
Inspection number 402253

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
Chair Stephen Woodward
Headteacher Edward Byrne
Date of previous school inspection 12 May 2010
Telephone number 01782 319504
Fax number 01782 319580
Email address reveal email: stau…


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