School etc

St Catharine's CofE Primary School

St Catharine's CofE Primary School
Scholefield Lane

phone: 01942 733081

headteacher: Mrs Nicola Goulding

school holidays: via Wigan council

187 pupils aged 4—10y mixed gender
192 pupils capacity: 97% full

100 boys 53%


85 girls 45%


Last updated: Sept. 8, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 359196, Northing: 405635
GPS coordinates
Latitude: 53.546, Longitude: -2.6173
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 24, 2013
Diocese of Liverpool
Region › Const. › Ward
North West › Wigan › Ince
Urban > 10k - less sparse
Free school meals %

rooms to rent in Wigan

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List of schools in Wigan

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5 December 2013
Mrs Bernadette Worrall
St Catharine's CofE Primary School
Scholefield Lane
Dear Mrs Worrall

Requires improvement: monitoring inspection visit to St Catharine's CofE

Primary School, Wigan

Following my visit to your school on 4 December 2013, I write on behalf of Her Majesty's
Chief Inspector of Education, Children's Services and Skills to report on the findings of my
visit. Thank you for the help you gave me and for the time you made available to discuss
the actions you are taking to improve the school since the most recent section 5
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in September 2013. It was carried out
under section 8 of the Education Act 2005.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The school should take further
action to:

  • specify in the action plan exactly who will monitor and evaluate the action being taken,
    as well as when and how the monitoring and evaluation will be done
  • compile separate plans or insert sections into the main action plan to show exactly how
    pupils’ achievement in reading and writing will be raised
  • agree a clear focus for visits to observe practice in effective schools and ensure swift
    application and evaluation of the implications for teaching and learning
    During the visit, meetings were held with you, the deputy headteacher, the Chair of the
    Governing Body and another governor, and the headteacher from another school who is
    acting on behalf of the local authority in monitoring the school’s progress, to discuss the
    action taken since the last inspection. The school action plan was evaluated.
    Since the inspection in September, two teachers have returned from maternity leave and
    share the teaching of a class of Year 1 pupils. A newly qualified teacher is responsible for
    the class of Year 3 pupils. The deputy headteacher has taken on the role of special
    educational needs coordinator.
    Main findings
    You and the deputy headteacher have built on the work started before the inspection in
    September to establish systems and structures to guide teaching and raise achievement.
    You and the governing body were aware of the areas for improvement and have actively
    sought advice and guidance from other headteachers and the local authority to resolve
    staffing issues and agree a programme of support. Having attended an Ofsted ‘Getting to
    good’ seminar you have amended and tightened the action plan. It outlines clearly the
    intended action to improve the quality of teaching and the effectiveness of leadership and
    management, the two areas for development given in the report in September. Actions
    have specific success criteria with targets for the quality of good teaching and for pupils’
    progress at key points such as April and July 2014. However, the plan does not reflect the
    actions you are taking and intend to take to raise achievement in writing and reading. Data
    from the 2013 tests and assessments show that pupils’ attainment at the end of Year 2
    was well below average and that pupils’ progress at Key Stage 2 was not enough to close
    the attainment gap, most especially in writing. Improvement in these areas must be seen
    as part of improving the quality of teaching and the quality of leadership and management.
    Completed actions, such as agreeing a marking policy, have set the stage for developing
    greater consistency in the quality of teaching. This is rightly a key priority given the
    changes in staffing. You have ensured that all staff fully realise their accountability for
    pupils’ progress. The half-termly reviews of pupils’ progress are aptly focussing on how
    well different groups are doing, and whether expectations are high enough. Staff have
    already visited other schools and discussed the characteristics of good teaching. The
    deputy headteacher is taking a lead role in supporting and mentoring less experienced
    staff. The meeting during my visit, for example, highlighted the types of question to probe
    pupils’ understanding and challenge their thinking. Links with schools within the consortium
    provide good opportunities to focus on particular aspects of practice, especially in relation
    to the teaching of reading and writing.
    It has been agreed that governors on the curriculum committee will monitor the school’s
    progress in relation to the action plan. The new format of your termly report to the
    governing body gives key information including details of how pupil premium funding is
    being spent. Along with key data from RAISE online, this term’s report gives governors a
    clear overview of the school’s current situation. The set of monitoring questions for
    governors, compiled by the local authority, is a timely tool to support the governing body
    in holding the school to account.
    Ofsted may carry out further visits and, where necessary, provide further support and
    challenge to the school until its next section 5 inspection.
    External support
    The local authority has arranged for a headteacher to act on its behalf in monitoring the
    school’s progress in following the action plan. She will act as a sounding board and assist
    in enabling links with other providers. It has also been agreed that the headteacher of an
    effective school within the local consortium of schools will work with you to develop the
    quality of leadership and management.
    I am copying this letter to the Chair of the Governing Body and the Director of Children's
    Services for Wigan and as below.
    Yours sincerely
    Sonja Øyen
    Her Majesty's Inspector

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