School etc

St Charles's Catholic Primary

St Charles's Catholic Primary
The Carriage Drive

phone: 01457 852692

headteacher: Mr Steven Williamson Bed Hons


school holidays: via Derbyshire council

209 pupils aged 4—10y mixed gender
210 pupils capacity: 100% full

100 boys 48%


110 girls 53%


Last updated: June 19, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 401434, Northing: 396155
GPS coordinates
Latitude: 53.462, Longitude: -1.9799
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 1, 2014
Diocese of Nottingham
Region › Const. › Ward
East Midlands › High Peak › Hadfield North
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Glossop

Schools nearby

  1. 0.3 miles Hadfield Infant School SK131PN (187 pupils)
  2. 0.4 miles Hadfield Nursery School SK132DW (109 pupils)
  3. 0.4 miles St Andrew's CofE Junior School SK132DR (186 pupils)
  4. 0.5 miles Tintwistle CofE (Aided) Primary School SK131LY (102 pupils)
  5. 0.6 miles Hollingworth Primary School SK148LP (209 pupils)
  6. 0.6 miles Arnfield Independent School SK131NE (8 pupils)
  7. 0.8 miles Longdendale High School SK148LW (781 pupils)
  8. 0.9 miles Padfield Community Primary School SK131EQ (116 pupils)
  9. 1 mile Gamesley Early Excellence Centre SK130LU (106 pupils)
  10. 1 mile Gamesley Community Primary School SK136HW (290 pupils)
  11. 1.2 mile Dinting Church of England Voluntary Aided Primary School SK136NX (108 pupils)
  12. 1.4 mile Mottram CofE Primary School SK146JL (140 pupils)
  13. 1.4 mile St Luke's CofE Primary School SK137BS (174 pupils)
  14. 1.5 mile St Margaret's Catholic Primary SK136JH (50 pupils)
  15. 1.5 mile Glossopdale Community College SK137DR (1203 pupils)
  16. 1.5 mile Brambles School SK146NT
  17. 1.6 mile Simmondley Primary School SK136NN (296 pupils)
  18. 1.6 mile Talbot House School SK137DP
  19. 1.7 mile St James' CofE Controlled Primary School SK138EF (327 pupils)
  20. 1.7 mile St Philip Howard Catholic School SK138DR (492 pupils)
  21. 1.8 mile Arundale Primary School SK146PW (188 pupils)
  22. 1.8 mile Duke of Norfolk CofE Primary School SK137RD (306 pupils)
  23. 1.8 mile All Saints Catholic Primary School SK137RJ (94 pupils)
  24. 2 miles Saint Mary's Catholic Primary SK138NE (147 pupils)

List of schools in Glossop

School report

St Charles’s Catholic Primary

The Carriage Drive, Hadfield, Glossop, SK13 1PJ

Inspection dates 1–2 May 2014
Overall effectiveness This inspection: Good 2
Previous 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

Pupils’ progress in mathematics and reading
Pupils enjoy their learning because teachers
Teaching is good overall with some
The school supports pupils who need extra
is consistently good.
value their uniqueness. The leadership team
has brought about a caring family ethos
where the aim for high achievement is shared
by the whole school community.
outstanding aspects. Teaching assistants
make a valid contribution to pupils’ learning
as their knowledge of both the pupils and the
subjects they teach is strong.
help in learning well and these pupils make
good progress.
Partnerships within the local cluster of schools
Parental confidence in the school is high. Most
Behaviour in and around the school is good. In
Pupils feel safe due to the secure systems put
The senior leaders, supported by governors,
are helping to accelerate pupils’ progress.
parents say that they have good partnerships
with staff.
lessons pupils are attentive and enjoy learning,
as evidenced by improved attendance rates.
in place to ensure their well-being.
evaluate the school’s strengths and areas for
development accurately. They take swift action
to ensure all pupils make good progress.
Pupils’ achievement in writing has not been
Children in the Reception class and pupils in
as good as in mathematics and reading.
Year 1 are not always helped to form letters
correctly, and this hinders progress in writing
as they move up the school.
In Year 1 undemanding work occasionally
Although marking has improved considerably,
dampens pupils’ enthusiasm for learning,
especially in mathematics.
it is not always helpful in showing pupils what
they need to do next to improve their work.

Information about this inspection

  • The inspectors observed 14 lessons taught by seven teachers.
  • Documentation was analysed including that related to teachers’ planning, safeguarding,
    behaviour, attendance, the school’s systems for improving teaching and learning, and how the
    money allocated for pupil premium and sports funding is spent.
  • The inspectors took account of 27 responses to the online Parent View survey and emails from
    parents. Responses to an inspection questionnaire from 10 members of staff were analysed.
  • Discussions were held with the headteacher, staff, a representative from the local authority, the
    Chair of the Governing Body, pupils and parents.

Inspection team

Bogusia Matusiak-Varley, Lead inspector Additional Inspector
Helen Owen Additional Inspector

Full report

Information about this school

  • St Charles’s Catholic Primary School is a below-average-sized primary school.
  • Most pupils are from White British backgrounds. None are currently at the early stages of
    learning to speak English as an additional language.
  • A below-average proportion of pupils are supported by the pupil premium (additional
    government funding for pupils who are known to be eligible for free school meals or looked after
    by the local authority).
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is below the national average. The proportion supported at school action
    plus or with a statement of special educational needs is also below average.
  • The school is inclusive. Many of the pupils who join partway through their primary school
    education have struggled in other schools.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress at the end of Year 6.

What does the school need to do to improve further?

  • Further improve achievement in writing by:
    ensuring that teachers in the Reception class and Year 1 insist on correct letter formation and
    high standards of presentation
    taking opportunities to challenge pupils more in writing
    encouraging pupils to take more pride in their work by setting out their writing more neatly.
  • Make learning in mathematics in Year 1 more exciting and relevant by giving pupils practical,
    real-life experiences.
  • Make full use of marking to help pupils improve their work.

Inspection judgements

The achievement of pupils is good
  • Pupils’ achievement is good. The school’s own data show that more pupils are making
    accelerated progress this year than in 2013, and more are on track to exceed nationally
    expected progress in reading, writing and mathematics.
  • Children in the Reception class make good progress in all areas of learning. While attainment on
    entry in speaking and listening and writing is below expected levels, they leave the Reception
    class as confident learners because of the good opportunities for learning through play. For
    example, children are taught how to look closely using magnifying glasses to detect features of
    minibeasts, which they then sort into categories.
  • Pupils in Year 1 did well in their phonics (the sounds letters make) test in 2013, and the pupils
    who did not make the mark passed when they retook the test in Year 2.
  • Pupils’ progress in reading has been consistently good. Pupils are inspired to read regularly both
    at school and at home. Parents are very supportive of reading and the school has put on a wide
    range of workshops for parents to attend so that they can hear their children read at home. This
    has had an outstanding impact on pupils’ love of reading and the high standards attained
    throughout the school.
  • All groups of pupils achieve well in mathematics. Further support is given to the pupils who are
    on the cusp of getting higher levels. Good teaching and focused small group work is a
    contributory factor to pupils being able to articulate their mathematical thinking, recall number
    facts and reason logically when presented with problems.
  • The school’s published data for the end of Year 6 show that in 2013, pupils’ achievements across
    Key Stage 2 were better in reading than in writing and mathematics. The progress data are
    slightly misleading, because several low attaining pupils had entered the school in Years 4 and 5
    and did not have the opportunity to take full advantage of the good provision the school has to
    offer. Even so, progress in writing, although now good, remains the weakest area.
  • Pupils who are eligible for the pupil premium make good progress. The school has been
    successful in closing the attainment gap compared to other pupils in reading and mathematics,
    which in Year 6 in 2013 was over a term in reading and nearly two terms in mathematics. In
    writing eligible pupils are on average just one term behind their classmates, compared to nearly
    four terms at this point last year.
  • The progress of disabled pupils and those who have special educational needs is good due to the
    well-targeted support given to them.
  • Pupils throughout the school enjoy sports and demonstrate good teamwork due to the good
    opportunities provided for them through judicious spending of the primary school sports funding.
The quality of teaching is good
  • Pupils learn well because the teachers make every effort to understand their individual needs
    and their barriers to learning. Through the Pupil Parliament, pupils’ views are sought on what
    aspects of topics studied they would like to develop further. This personal engagement in
    learning contributes to pupils’ good attitudes, interest levels and learning behaviours.
  • Regular pupil progress reviews highlight any pupils in danger of underachieving, who then have
    personalised support in order to catch up. They are well supported by knowledgeable teaching
    assistants, who ensure that the support they provide builds on pupils’ understanding to
    accelerate their learning and progress.
  • Teaching of reading is good. Pupils use their knowledge of phonics securely when reading tricky
    words. In the youngest classes children sound out words and ensure that they look right in
  • Teaching in the Reception class is consistently good. Children’s interest levels are used to
    develop learning opportunities through well-structured play.
  • Homework is set regularly. The school has recently given parents guidance on helping their
    children with homework and improving their involvement in being true partners in learning.
  • Thorough questioning generally keeps pupils interested in lessons. In a Year 5 English lesson
    they were bursting to share their newspaper account of the highwayman because they had
    successfully followed their teachers’ instructions. However, in a Year 1 mathematics lesson
    pupils’ enthusiasm waned when they were asked to complete worksheets without having
    sufficient practical resources.
  • In the teaching of writing, pupils are not always challenged enough to become fluent in using
    new vocabulary, for example by writing in the style of different authors. The weak presentation
    of some pupils’ written work, together with incorrectly formed letters in the Reception class and
    Year 1, is often not picked up and this also holds back progress in writing.
  • Pupils’ work is regularly marked and feedback is given, but this is not always linked to identifying
    what they must do in order to attain higher-level skills and accelerate progress even further.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. No disruptive behaviour was observed during the inspection.
    School records show that this is typical and there are very few incidents of unacceptable
    behaviour in spite of the fact that the school accepts pupils who having had behavioural
  • Pupils of all ages work well together and older pupils help out with the younger pupils through
    the buddying system. This has a strong impact on the good gains made in reading and
  • The school’s work to keep pupils safe and secure is good. Pupils understand different forms of
    bullying, including cyber-bullying. They know the systems for reporting any instances of bullying,
    and staff are vigilant and respond appropriately. This was demonstrated in a recent incident
    where pupils followed school procedures and informed the headteacher of a potential risk.
  • The Pupil Parliament takes its responsibilities very seriously, such as seeking views of all pupils
    on important issues. This has a positive impact on pupils’ emerging leadership skills.
  • Pupils display confident attitudes in acts of collective worship, where they demonstrate their
    leadership skills in organising prayers. They learn about different faith practices through good
    opportunities provided for the spiritual, moral, social and cultural development in different
    subject areas.
The leadership and management are good
  • Senior leaders, supported by the governors and the adviser from the local authority, have
    created effective systems of communication between all staff, including support staff. As a result
    they are very clear about what they need to do to further raise standards.
  • The school uses effective evaluation systems, especially for monitoring teaching and learning
    and providing training to accelerate the rates of pupils’ progress, some through links with other
    local schools. This is most evident in writing, where it has adopted a whole-school approach of
    pupils evaluating their own work according to the targets that they have been set by their
  • Teachers’ effectiveness in the classroom is clearly linked to pay and promotion. Responsible staff
    are making a difference to improving all aspects of pupils’ education, as demonstrated in the
    successful initiatives taken to raise standards in writing and mathematics.
  • The well-thought-out curriculum is extended by many additional activities such as residential
    trips for outdoor pursuits, theatre visits and classes for both parents and pupils in learning
  • Sports funding is spent wisely on additional resources to build on improving teachers’ subject
    knowledge. Pupils take part in a wide range of sporting tournaments against other schools and
    are aware of the impact that healthy food has on a healthy body. They participate fully in
    physical education lessons and take a positive interest in healthy lifestyles.
  • The opportunities for staff to improve their teaching skills through training are good, as reflected
    in the staff questionnaire responses.
  • The school improvement plan, put together by subject leaders and ‘link’ governors responsible
    for specific aspects of the school, includes all the right areas that need improving.
  • The governance of the school:
    Governors are kept informed of the progress of different groups of pupils by having regular
    presentations from the headteacher. They work alongside subject leaders and visit classrooms
    to gain an independent view of the quality of teaching to target their financial resources. They
    evaluate how well teachers meet targets. They set challenging targets for the headteacher,
    based upon recommendations made by the external adviser, to ensure that all groups of
    pupils make equal progress in their learning. The spending of pupil premium is evaluated in
    relation to the impact that it has on eligible pupils’ achievement, particularly through
    employing support staff who make a big contribution in raising standards in mathematics and
    writing. Governors have used some of the sports funding to further improve staff’s knowledge
    of sport across the school. More equipment been purchased and staff have improved their
    knowledge of gymnastics and dance by working alongside sports coaches. The governors
    make sure national requirements for safeguarding pupils are fully met.

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 112902
Local authority Derbyshire
Inspection number 443941

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 4–11
Gender of pupils Mixed
Number of pupils on the school roll 205
Appropriate authority The governing body
Chair Norman Garlick
Headteacher Steven Williamson
Date of previous school inspection 23 June 2011
Telephone number 01457 852692
Fax number 01457 864576
Email address reveal email: i…


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