School etc

St Bernadette's Catholic Primary School

St Bernadette's Catholic Primary School
Devonshire Road
Bispham
Blackpool
Lancashire
FY20AJ

phone: 01253 353641

headteacher: Mr Sean Hahare

web: www.st-bernadette.blackpool.sch.uk

school holidays: via Blackpool council


208 pupils aged 4—10y mixed gender
210 pupils capacity: 99% full

105 boys 50%

4a54b34c65y166y177y138y149y1710y15

100 girls 48%

4a54b34c85y126y137y178y169y1310y15

Last updated: June 20, 2014


Primary — Voluntary Aided School

URN
119691
Education phase
Primary
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
3812
OSGB coordinates
Easting: 331702, Northing: 440295
GPS coordinates
Latitude: 53.854, Longitude: -3.0398
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 17, 2011
Diocese
Diocese of Lancaster
Region › Const. › Ward
North West › Blackpool North and Cleveleys › Ingthorpe
Area
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %
9.60

Rooms & flats to rent in Blackpool

Schools nearby

  1. St Bernadette's School FY20AJ
  2. 0.1 miles Montgomery High School - A Language College and Full Service School FY20AZ
  3. 0.1 miles Montgomery High School - A Language College and Full Service School FY20AZ (1429 pupils)
  4. 0.2 miles Westcliff Primary School FY29BY
  5. 0.2 miles Westcliff Primary School FY29BY (292 pupils)
  6. 0.4 miles Bispham Endowed Church of England Primary School FY20HH (440 pupils)
  7. 0.6 miles Blackpool and the Fylde College FY20HB
  8. 0.6 miles Moor Park Primary School FY20LY (426 pupils)
  9. 0.7 miles Moor Park Junior School FY20LY
  10. 0.7 miles Moor Park Infant School FY20LY
  11. 0.7 miles Kincraig Primary School FY20HN (146 pupils)
  12. 0.8 miles Norbreck Primary School FY51PD
  13. 0.8 miles Norbreck Primary Academy FY51PD (604 pupils)
  14. 0.9 miles Bispham High School - An Arts College FY20NH (628 pupils)
  15. 0.9 miles Blackpool Aspire Academy FY20NH
  16. 1.1 mile Anchorsholme Primary School FY53RX
  17. 1.1 mile Anchorsholme Primary Academy FY53RX (597 pupils)
  18. 1.2 mile Langdale Preparatory School FY29RZ
  19. 1.2 mile Langdale Free School FY29RZ (103 pupils)
  20. 1.3 mile Carleton St Hilda's Church of England Primary School FY67PE (190 pupils)
  21. 1.3 mile Unity College Blackpool FY20TS
  22. 1.3 mile Unity Academy Blackpool FY20TS (724 pupils)
  23. 1.4 mile Carleton Green Community Primary School FY67TF (308 pupils)
  24. 1.4 mile St Teresa's Catholic Primary School FY53JW (189 pupils)

List of schools in Blackpool







St Bernadette's Catholic Primary School

Inspection report

Age group 5–11
Inspection date(s) 17–18 October 2011
Inspection number 379872
Unique Reference Number 119691
Local authority Blackpool
Inspect ion number 379872
Inspect ion dates 17–18 October 2011
Report ing inspector Geoffrey Yates

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 5–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 207
Appropriate authority The governing body
Chair Stephen Pearson
Headteacher Sean O'Hare
Date of prev ious school inspection 20 June 2007
School address Devonshire Road
Bispham
Blackpool
FY2 0AJ
Telephone number 01253 353641
Fax number 01253 590912
Email address reveal email: sean…@st-bernadette.blackpool.sch.uk

Introduction

This inspection was carried out by three additional inspectors. Fourteen lessons were
observed, taught by eight members of staff. The inspectors held meetings with
members of the governing body, staff and groups of pupils. They observed the
school's work and looked at the tracking of pupils’ progress and the school's
monitoring, self-evaluation and planning for improvement. The inspectors analysed

136 questionnaires returned by parents and carers. Discussions were also held with

parents and carers.

The inspector reviewed many aspects of the school's work looking in detail at a
number of key areas.

  • How well pupils achieve, especially the higher-attaining pupils in developing
    their writing skills.
  • How well the Early Years Foundation Stage meets children’s needs.
  • How successful the school has been in ensuring teachers use assessment
    information well.
  • How well the school provides for pupils’ personal development.

Information about the school

This is an average-sized primary school. The proportion of pupils known to be eligible
for free school meals is below average, as is the proportion of pupils from minority
ethnic groups. The percentage of pupils with special educational needs and/or
disabilities is also below average. The school has gained many awards, including
Healthy School status. Since the last inspection, the school building has been
extended and the school grounds developed further. There is privately managed on-
site provision for pupils before and after school and also a privately run nursery.
These provisions will be the subject of a separate inspection by Ofsted.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

This is a good school. Pupils achieve well and develop into confident youngsters who
articulate clearly their appreciation of what the school does for them. While
leadership and management is good overall, the highly-skilled outstanding leadership
of the headteacher is the cornerstone of the school’s success. He has fostered
excellent commitment and teamwork amongst the staff and the governing body. The
quality of care provided for all pupils, particularly for those with special educational
needs and/or disabilities, is outstanding as are the links made with parents and
carers. Parents and carers who returned the questionnaires and those spoken to

during the inspection are highly supportive of all the school does. While pupils’

spiritual, moral, social and cultural development is good overall, the school rightly
recognises that not enough is done to promote pupils' wider understanding of
cultures different from their own.
Children get off to a good start in the Early Years Foundation Stage and make good
progress in their learning. Pupils from Years 1 to 6 continue to make good progress,
and this reflects the consistently good teaching. By the end of Year 6, pupils’
attainment is above average and has been so for many years. However, although the
proportion of pupils attaining the higher levels in mathematics and reading is above
average, this is not the case in writing. The school is taking steps to address this, but
the full impact of this work has yet to be seen. Pupils’ achievements in other areas

are major strengths. For example, pupils’ show an excellent knowledge and

understanding of what constitutes a healthy lifestyle and of the importance of
knowing how to be safe.
Teachers and support staff use assessment effectively to provide work that is well

matched to pupils’ needs. Lessons mostly move at a fast pace. The curriculum is of a

good quality with some aspects outstanding. For example, activities such as

‘Bikability’ and a wide range of sporting activities are much enjoyed and valued by

the pupils. Teachers’ focus on basic skills is effective and an abundance of
opportunities are provided for pupils to use their information and communication
technology (ICT) skills well. However, opportunities are sometimes missed for
higher-attaining pupils to be challenged effectively to use their writing skills well in
English lessons and in other subjects. There are good assessment systems in place to

track pupils’ progress and these are increasingly being refined.

The headteacher and the staff team are ambitious for the school and continually
seek ways to improve. Improvements made since the previous inspection, not only in
the breadth of the curriculum, but also to the building and grounds have enhanced
overall provision. Leaders and managers have an accurate understanding of their
school and their planning for the future is good. These factors indicate that the
school has a good capacity to continue to improve.

What does the school need to do to improve further?

  • Accelerate pupils’ progress in writing, especially that of the higher-attainers by;
    ensuring that teachers challenge pupils fully in English lessons to write at
    length
    providing more opportunities for them to use their writing skills well in
    other subjects.
  • Provide more opportunities for pupils to improve their understanding of
    different cultures in the United Kingdom and beyond.
Outcomes for individuals and groups of pupils 2

Pupils enjoy their learning. Their attendance is above average and pupils are very
keen to succeed. Two strong features of learning across the school are the way in
which pupils talk confidently about the work they undertake, and the way they are
involved in assessing their own learning. Older pupils in one lesson were bursting
with enthusiasm to come up with descriptive vocabulary as a response to a video clip

of a fairground ride. One pupil wrote on his whiteboard the words, ‘exhilarating’ and
‘terrifying’. A whole class showed obvious enjoyment in taking part in a lesson in

learning to play the violin. Learning was great fun for the 30 pupils equipped with
safety helmets developing their cycling skills in the school grounds. All age groups
demonstrate good concentration in lessons because the work set is interesting and
pupils know teachers value their contributions.
Overall, when children enter the school their development is within the expected
range for the age group. Pupils progress well, and as a result their attainment by the
end of Year 6 is above average and has been so over the last few years. Inspection
evidence shows that currently there is an above-average proportion of pupils working
at the expected levels in mathematics and English. Achievement for boys and girls is
good, including for those who have special educational needs and/or disabilities.
However, at the higher level pupils do less well in writing than in mathematics and
reading. Pupils do not consistently explore ways of extending their own ideas
through writing and so sometimes written pieces are too brief.
By Year 6, pupils display mature, responsible attitudes. They are very aware of the
need to think of others less fortunate than themselves and raise money for charities.
They are eager to take on responsibilities seriously and carry out their roles very
well, for example, as school council members. Pupils of all ages are adamant that
bullying is not tolerated. With good academic standards and good habits of
attendance and punctuality, pupils are well prepared for their future education.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
2
Pupils' attainment
1
2
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or
disabilities and their progress
2
The extent to which pupils feel safe 1
Pupils' behaviour 2
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
2
Pupils' attendance
1
2
The extent of pupils' spiritual, moral, social and cultural development 2

How effective is the provision?

Teaching is good throughout the school with some lessons outstanding. Staff are
committed and enthusiastic and teaching assistants provide good support. In the

more effective lessons, pupils are encouraged to reason and explain in depth their

ideas or solutions to problems. For example, older pupils respond well to the
challenge of providing appropriate words to create suspense in writing. Written
feedback in pupils' books is effective, with marking informing pupils of the next steps
they need to take to improve their work.

The curriculum promotes pupils’ enjoyment and achievement well. There are plenty

of opportunities for pupils to go on visits to places of interest and to work with
visiting staff. For example, a whole year group are learning to play the violin with
tuition provided by a visiting specialist teacher. The range of extra-curricular
activities is outstanding, with a high take up by pupils and this ensures that pupils
continue active learning outside lessons. Sporting activities are very high on the
agenda with, for example, over 50 pupils taking part in the running club. The school
has developed a creative curriculum in which subjects are linked in new and
interesting ways. A major strength in the curriculum is the emphasis given to ICT
and the excellent attention given to health related issues within the curriculum.

The outstanding quality of care, guidance and support, based firmly on the school’s

strong Christian foundation, ensures the atmosphere in which good learning can be
fostered. Parents and carers agree overwhelmingly that their children are well cared
for in school. Very well targeted support helps all pupils to make the best of their
opportunities. There is excellent provision for all aspects of pastoral care and pupils,
parents and carers find a welcoming environment in the school. The weekly coffee
morning for parents and carers is much appreciated by all who attend. Pupils feel

1

The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

entirely safe in school and are clearly very happy. Arrangements to ease pupils’
progress and transition through the school and on to secondary education are good.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
2
The use of assessment to support learning 2
The extent to which the curriculum meets pupils' needs, including, where
relevant, through partnerships
2
The effectiveness of care, guidance and support 1

How effective are leadership and management?

A culture of self-improvement has been carefully nurtured by the highly experienced
headteacher. Senior leaders and managers carry out their duties well. The attention
given to providing a very broad range of learning experiences has been a key factor

in the school’s success. A wide range of activities, including regular consultation with

pupils and their families, feeds effectively into self-evaluation procedures. The school
has a highly positive relationship with parents and carers, keeping them well

informed about their children's development and encouraging them to support their

children's learning in different ways. The work done in this aspect by the school’s

family support worker is outstanding.
The governing body fulfils its duties well, holding the school to account on important
decisions and playing an effective strategic role. Safeguarding policies and
procedures are rigorously applied, with required training for this aspect fully up to
date. Pupils and their parents and carers are fully confident that they, the children,
are safe and free from harm. The school's rigorous procedures ensure relationships
throughout the whole-school community are harmonious and that pupils' equality of
opportunity is good. Every opportunity is taken to enhance pupils' education and
welfare, leading to the school forging good relationships with local schools to enrich
learning. Good promotion of community cohesion at the local level is being extended
by plans to increase national and global links, in order to develop these dimensions
more effectively.

These are the grades for the leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driving improvement
Taking into account:
2
The leadership and management of teaching and learning 2
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
met
2
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
2
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for
money
2

Early Years Foundation Stage

Children make good progress from their starting points. Good quality care and very
good relationships ensure that children make a happy start in school. They settle
quickly and are eager to investigate the range of activities on offer. They behave
well, sharing equipment and taking turns. Children select activities and materials
independently and concentrate well on their tasks. Good teaching provides a well
balanced range of activities in the classroom. Developing children’s early reading,
writing and numeracy skills has a high priority and children make good progress in
these areas. There is a large outdoor area, which is effectively used and enjoyed by

children. For example, the children’s own cardboard box house constructions were

taken outside and used by them as an integral part of a role play activity, with the
good quality of the construction ensuring that the adverse weather conditions did not
tear them apart. At times, the outside area is not fully incorporated into children’s
learning but this issue is being addressed. Good leadership ensures all welfare and
Early Years Foundation Stage safety requirements are fully implemented. Progress is
carefully monitored to plan the next steps in learning, and to ensure the needs of
every child are met.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation stage
Taking into account:
2
Outcomes for children in the Early Years Foundation Stage 2
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management in the Early Years Foundation
Stage
2

Views of parents and carers

There was an above average percentage of questionnaires returned. Parents and
carers hold very positive views of the school. Inspection findings support the positive
views expressed. All parents and carers expressed satisfaction with many aspects of
the school's work, including the way in which it ensures that pupils are happy and
safe and that it fully meets their needs.

Responses from parents and carers to Ofsted's

questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Bernadette's Catholic
Primary School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 136 completed questionnaires by the end of the on-site inspection. In
total, there are 207 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
agree
Agree Disagree disagree
Strongly
Total % Total % Total % Total %
My child enjoys school 104 76 30 22 0 0 0 0
The school keeps my child
safe
112 82 22 16 0 0 2 1
The school informs me
about my child's progress
86 63 49 36 1 1 0 0
My child is making enough
progress at this school
83 61 48 35 1 1 0 0
The teaching is good at
this school
91 67 45 33 0 0 0 0
The school helps me to
support my child's learning
88 65 48 35 0 0 0 0
The school helps my child
to have a healthy lifestyle
97 71 37 27 1 1 0 0
The school makes sure that
my child is well prepared
for the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or
entering employment)
87 64 44 32 0 0 0 0
The school meets my
child's particular needs
91 67 44 32 0 0 0 0
The school deals effectively
with unacceptable
behaviour
78 57 51 38 4 3 0 0
The school takes account
of my suggestions and
concerns
79 58 48 35 4 3 0 0
The school is led and
managed effectively
111 82 22 16 1 1 2 1
Overall, I am happy with
my child's experience at
this school
105 77 31 23 0 0 0 0

Glossary

What inspection judgements mean

Grade Judgement Description
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
improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of
school
Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
Secondary
schools
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
units
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above is for the period 1 September 2010 to 08 April 2011 and 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.
Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the
judgements made for the overall effectiveness of the sixth form in secondary schools, special schools
and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their
learning, development or training.
Attainment: the standard of the pupils' work shown by test
and examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on
what the school has accomplished so far and on
the quality of its systems to maintain
improvement.
Leadership and management: the contribution of all the staff with
responsibilities, not just the 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. The following
judgements, in particular, influence what the
overall effectiveness judgement will be.


The school's capacity for sustained
Outcomes for individuals and groups of
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
improvement.
pupils.
pupils' needs, including, where relevant,
through partnerships.
support.
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.

This letter is provided for the school, parents and carers to share with their
children. It describes Ofsted's main findings from the inspection of their
school.

19 October 2011
Dear Pupils

Inspection of St Bernadette's Catholic Primary School, Blackpool, FY2 0AJ

Thank you for the very warm welcome when we inspected your school. We
thoroughly enjoyed our time with you and appreciated all the help you gave us. It
was wonderful to see you taking part in cycling activities in the school grounds and
seeing how well you respond to learning challenges. The school newsletter reporters,
who interviewed me about the work I do, have the potential to finish up working as
reporters on a national newspaper, their questioning skills are excellent.

St Bernadette’s is a good school but some aspects are better than that, for example,

the work done to make sure you understand what staying healthy means and the
high level of care the school provides for you. You get on extremely well together
and behave well. I think the members of the school council, and those with other
responsibilities, do a wonderful job in helping to run the school. You are keen to
learn, work very hard and are making good progress. You can play your part in by
keeping your good attendance record and keeping up the hard work.
We have asked the staff to make sure that you are given plenty of challenging
opportunities to use your skills well in English lessons and also in other subjects. Also
we would like you to have more opportunities to learn about cultures different from
your own in the rest of the country and beyond.
Please accept my best wishes for the future. I hope you continue to enjoy school life.
Yours sincerely,

Geoff Yates
Lead Inspector



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