St Charles's Catholic Primary
Headteacher: Mr Steven Williamson Bed Hons
School holidays for St Charles's Catholic Primary via Derbyshire council
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 %
- 0.3 miles Hadfield Infant School SK131PN (187 pupils)
- 0.4 miles Hadfield Nursery School SK132DW (109 pupils)
- 0.4 miles St Andrew's CofE Junior School SK132DR (186 pupils)
- 0.5 miles Tintwistle CofE (Aided) Primary School SK131LY (102 pupils)
- 0.6 miles Hollingworth Primary School SK148LP (209 pupils)
- 0.6 miles Arnfield Independent School SK131NE (8 pupils)
- 0.8 miles Longdendale High School SK148LW (781 pupils)
- 0.9 miles Padfield Community Primary School SK131EQ (116 pupils)
- 1 mile Gamesley Early Excellence Centre SK130LU (106 pupils)
- 1 mile Gamesley Community Primary School SK136HW (290 pupils)
- 1.2 mile Dinting Church of England Voluntary Aided Primary School SK136NX (108 pupils)
- 1.4 mile Mottram CofE Primary School SK146JL (140 pupils)
- 1.4 mile St Luke's CofE Primary School SK137BS (174 pupils)
- 1.5 mile St Margaret's Catholic Primary SK136JH (50 pupils)
- 1.5 mile Glossopdale Community College SK137DR (1203 pupils)
- 1.5 mile Brambles School SK146NT
- 1.6 mile Simmondley Primary School SK136NN (296 pupils)
- 1.6 mile Talbot House School SK137DP
- 1.7 mile St James' CofE Controlled Primary School SK138EF (327 pupils)
- 1.7 mile St Philip Howard Catholic School SK138DR (492 pupils)
- 1.8 mile Arundale Primary School SK146PW (188 pupils)
- 1.8 mile Duke of Norfolk CofE Primary School SK137RD (306 pupils)
- 1.8 mile All Saints Catholic Primary School SK137RJ (94 pupils)
- 2 miles Saint Mary's Catholic Primary SK138NE (147 pupils)
Ofsted report transcript
St Charles’s Catholic Primary
The Carriage Drive, Hadfield, Glossop, SK13 1PJ
|Inspection dates||1–2 May 2014|
|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
| 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
| 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
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.
|Bogusia Matusiak-Varley, Lead inspector||Additional Inspector|
|Helen Owen||Additional Inspector|
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,
- Make full use of marking to help pupils improve their work.
|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
|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 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||112902|
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|
|Date of previous school inspection||23 June 2011|
|Telephone number||01457 852692|
|Fax number||01457 864576|