School etc

St Cuthbert's Roman Catholic Voluntary Aided Primary School

St Cuthbert's Roman Catholic Voluntary Aided Primary School
Grindon Lane
Sunderland
Tyne and Wear
SR48HP

0191 5536080

Headteacher: Mrs Jane Ward

School holidays for St Cuthbert's Roman Catholic Voluntary Aided Primary School via Sunderland council

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252 pupils aged 2—10y mixed gender
210 pupils capacity: 120% full

120 boys 48%

≤ 253y184a34c55y176y157y178y129y1210y16

130 girls 52%

3y184a74b34c115y136y157y148y169y1810y14

Last updated: June 19, 2014


Primary — Voluntary Aided School

URN
108838
Education phase
Primary
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
3302
OSGB coordinates
Easting: 436549, Northing: 555385
GPS coordinates
Latitude: 54.892, Longitude: -1.4317
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 15, 2013
Diocese
Diocese of Hexham and Newcastle
Region › Const. › Ward
North East › Washington and Sunderland West › St Anne's
Area
Urban > 10k - less sparse
Free school meals %
13.90

Rooms & flats to rent in Sunderland

Schools nearby

  1. 0.2 miles Broadway Junior School SR48NW (255 pupils)
  2. 0.3 miles Sandhill View School SR34EN (820 pupils)
  3. 0.3 miles Grindon Hall Christian School SR48PG
  4. 0.3 miles Springwell Dene School SR34EE
  5. 0.3 miles Grindon Hall Christian School SR48PG (540 pupils)
  6. 0.3 miles Springwell Dene School SR34EE (58 pupils)
  7. 0.4 miles Sunningdale School SR34HA (82 pupils)
  8. 0.6 miles Thorney Close Primary School SR34BB (266 pupils)
  9. 0.6 miles Pennywell School SR49BA
  10. 0.6 miles Academy 360 SR49BA (801 pupils)
  11. 0.7 miles Pennywell Nursery School SR49AX (102 pupils)
  12. 0.7 miles Grindon Infant School SR49QN (213 pupils)
  13. 0.7 miles St Anne's Roman Catholic Voluntary Aided Primary School SR49AA (230 pupils)
  14. 0.8 miles Hasting Hill Primary School SR34LY
  15. 0.8 miles Hasting Hill Academy SR34LY (311 pupils)
  16. 0.9 miles Sunderland Pupil Referral Unit SR31SS
  17. 0.9 miles Barnes Junior School SR47QF (289 pupils)
  18. 0.9 miles Barnes Infant School SR47QF (334 pupils)
  19. 0.9 miles Havelock Community Primary School SR40DA
  20. 0.9 miles Plains Farm Primary School SR31SU
  21. 0.9 miles Bede School SR34AH
  22. 0.9 miles Humbledon School SR31SS
  23. 0.9 miles City of Sunderland College SR34AH
  24. 0.9 miles Highfield Community Primary School SR40DA (396 pupils)

List of schools in Sunderland

St Cuthbert's Roman Catholic Voluntary

Aided Primary School

Inspection report

Unique Reference Number 108838
Local Authority Sunderland
Inspect ion number 356436
Inspect ion dates 28–29 June 2011
Report ing inspector Susan Waugh

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
Nu mber of pupils on the school roll 246
Appropriate author ity The governing body
Chair Mr Michael McNulty
Headteacher Mrs Jane War d
Date of prev ious school inspection Not previously inspected
School address Grindon Lane
Sunderland
Tyne and Wear SR4 8HP
Telephone number 0191 5536080
Fax number 0191 5536081
Email address st.cuthberts.primary@schools.sunderland.gov.uk
Age group 3–11
Inspect ion dates 28–29 June 2011
Inspect ion number 356436

Introduction

This inspection was carried out by three additional inspectors. Inspectors observed 18
lessons taught by eight different teachers. They held meetings with groups of pupils,
members of the governing body, staff, a counsellor and a representative from the local
authority. They observed the school's work, looked at curriculum plans, scrutinised pupils'
workbooks and learning journeys and analysed data about pupils' progress and considered
the responses from the 114 questionnaires returned by parents and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • Overall attainment and the progress pupils are making in mathematics and science.
  • The impact of the intervention groups on pupils' literacy skills, particularly those to
    improve spelling and knowledge of letters and sounds.
  • The effectiveness of middle leaders on the work of the school.

Information about the school

The school is a slightly larger than average sized primary school and serves pupils from a
wide catchment area. The vast majority of pupils are of White British heritage. The
proportion of pupils known to be eligible for free school meals is broadly similar to the
national average. The percentage of pupils with special educational needs and/or
disabilities is broadly average. The headteacher took up post in January 2011. The school
has achieved Healthy School status.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, 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? 3
The school's capacity for sustained improvement 3

Main findings

This is a satisfactory school which is improving strongly. The family atmosphere and caring
Christian ethos along with good quality care, guidance and support means that pupils'
personal outcomes are good.
When children begin school their skills are broadly as expected for their age although they
are lower in writing and mathematical development. They make good progress throughout
the Early Years Foundation Stage. Throughout the rest of the school pupils make progress
which is satisfactory overall but is good in some year groups. As a result of recent
improvements pupils are reaching attainment which is broadly average in all subjects at
the end of Year 6.
Teaching is satisfactory. Where the pace is brisk, the work challenging and well-matched
to different ability levels, progress is good. Pupils are given enough time to practise what
they have learned and teachers make frequent checks to ensure pupils understand what
they are doing. In less successful lessons pupils are not clear about what they are learning
or how to take the necessary steps to improve their work and achieve their objective.
Provision for the teaching of basic skills is satisfactory but pupils do not have enough
opportunities to practise these skills across a range of different subjects. Partnerships with
a range of different organisations provide good support for pupils' well-being and
extremely varied enrichment opportunities. Provision for music is a particular strength and
everyone learns to play a musical instrument.
The headteacher has a very clear vision for the school and in a short time has gained a
detailed grasp of its strengths and weaknesses, many of which have begun to be
addressed. The very supportive deputy headteacher has worked tirelessly to support the
headteacher in her role and during her term as acting headteacher has made sure that the
school was fully prepared to begin the process of driving improvement forward. Senior
leaders are supported by middle leaders, whose roles are developing well. However, they
have a less detailed grasp of what needs to be done to improve because they are not yet
sufficiently involved in monitoring and evaluating the impact of the work in their subjects
or areas of responsibility. Plans to tackle weaknesses are currently too wide ranging and
lack a clear enough focus to have a maximum impact on improving outcomes for pupils.
The governing body fulfils its statutory duties and provides a good level of support but
recognises it needs to provide a higher level of challenge to help the school improve
further.
Recent improvements in attainment at the end of Year 6 along with new systems to
address weaknesses in assessment and teaching, which are beginning to have an impact,
demonstrate the school's satisfactory capacity to improve further.

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

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

Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a
monitoring visit by an Ofsted inspector before their next Section 5 inspection.

What does the school need to do to improve further?

  • Improve the quality of teaching and learning to ensure that progress accelerates and
    attainment rises by:
    planning work so that it is clear what pupils will learn and ensuring they know the
    steps they need to take to meet the objective
    giving pupils clearer indications of how to improve their work through feedback in
    lessons and marking
    ensuring that all staff match work closely to the different needs of all individuals
    in lessons
    ensuring that there is always challenge built into learning
    increasing the pace of lessons and enabling all pupils to have more opportunities
    to practise the skills they are being taught.
  • Strengthen leadership, management and governance by:
    further developing the expertise of middle leaders in monitoring and evaluating
    the impact of their work on the school in order to drive improvement
    refining school improvement planning so it is precisely targeted on outcomes for
    pupils
    ensuring the governing body regularly evaluates the work of the school and holds
    it to account more effectively.
Outcomes for individuals and groups of pupils 3

The vast majority of pupils respond well to the teaching they receive because relationships
with staff are very good. In lessons, they have a positive attitude, are keen to learn and
make satisfactory, and sometimes good, progress. Occasionally, pupils learn less well
because they are not always given work which provides them with sufficient challenge.
Pupils make mainly satisfactory progress when they are withdrawn from class and taught
in small groups to boost their literacy skills, particularly to learn letters and sounds and to
improve their spelling. However, sometimes their learning is limited when adults spend too
long talking to them and do not allow enough time for them to work independently.
Nevertheless, pupils with special educational needs and/or disabilities make satisfactory
progress. Attainment in mathematics and science has risen and is now broadly average
and progress is satisfactory. Pupils' enjoyment of school contributes to their satisfactory
achievement. In one class, for instance, they were composing a 'happy poem' with a
partner. Their excitement and enthusiasm was matched by the quality of the poems which
they later performed for the rest of the class. Pupils' good spiritual, moral, social and
cultural development is helped by their participation in the wide range of artistic, cultural
and sporting opportunities. They actively participate in worship and liturgies, showing
great respect and thoughtfulness at these times. Pupils behave well in lessons and around
the school. They are polite and well mannered, acting in a considerate manner towards
each other. Pupils are well informed about how to stay safe; older pupils teach younger

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

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

ones how to play games safely and they all learn first aid. They are aware of what they
need to do to live healthily. For example, a Year 4 class conducted a pedometer trial to
see how active they were and how much more energetic they could be. They have good
opportunities to take responsibilities in school and are involved with the parish but their
links with the broader community are less well developed. Pupils' basic skills are
developed satisfactorily and their attendance is broadly average. Consequently, they are
satisfactorily prepared for the future.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 3
Taking into account:
Pupils' attainment¹
3
The quality of pupils' learning and their progress 3
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
3
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 3
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
3
Taking into account:
Pupils' attendance¹
3
The extent of pupils' spiritual, moral, social and cultural development 2

1

The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

In the most effective lessons teachers and pupils are clear about what should be learned
and there is enough time for all pupils to work independently on challenging and
interesting tasks. Teachers make regular checks to ensure that pupils understand what
they are learning. Teaching assistants provide support for pupils of all abilities and
encourage independent learning with effective questioning and guidance. In specialist
lessons, such as music, pupils benefit from the very good subject knowledge of the
teachers which contributes to good progress. In lessons where pupils make slower
progress they are not sufficiently clear about what they are meant to be learning.
Teachers spend too long talking, so that there is not enough time for pupils to work on
their own. Teaching assistants guide pupils too closely so they are not challenged

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

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

sufficiently, nor allowed to work independently. Teachers mark pupils' work regularly but
the quality of guidance provided in their added comments is of variable quality.
Pupils' personal development is promoted well through the curriculum and the school
offers a very wide range of enrichment activities to advance pupils' sporting, cultural and
artistic skills. The curriculum is broad and balanced and builds on what is learned year-by-
year in order to develop pupils' basic skills. However, there are too few opportunities for
pupils to practice these skills across different subjects or to see the links between different
aspects of learning.
Parents and carers speak very highly of the good care, guidance and support the school
provides. Pupils whose circumstances may make them more vulnerable are particularly
well supported by the school through provision such as the nurture group, 'dinosaur
school' and the offering of counselling. Great care is taken to ensure that pupils with
specific needs are fully included in the life of the school and in particular benefit from the
range of enrichment activities on offer. There is a close partnership with organisations that
support pupils with special educational needs and/or disabilities. The relationship with the
local secondary schools is strong and transition into the next phase of education is
organised well. Effective procedures are in place to check attendance and ensure that
pupils come to school regularly.

These are the grades for the quality of provision

The quality of teaching 3
Taking into account:
The use of assessment to support learning
3
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
3
The effectiveness of care, guidance and support 2

How effective are leadership and management?

The headteacher has quickly won the confidence of the entire staff team and governing
body. All parties willingly endorse the need for further improvement and want to play their
part in ensuring better outcomes for pupils. Middle leaders are taking an increasing
responsibility for supporting staff to improve their teaching and identifying pupils who are
not achieving as well as they could. However they are not yet fully involved in monitoring
and evaluating the work of the school and this limits their impact on school improvement.
A good understanding of the school's strengths and weaknesses has meant that leaders
have tried to respond to all weaknesses equally. This has resulted in plans which are not
precisely enough focused so that it is not clear what the immediate priorities are which will
bring about the most rapid improvements to pupils' achievement.
The governing body provides satisfactory management and fulfils its statutory duties.
However, members of the governing body do not always hold the school to account in a
systematic way in order that any shortcomings can be addressed promptly. Relationships
with parents are positive and initiatives have been put in place to engage them more fully
with the school and their children's learning. The partnerships that the school forges with

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

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

other organisations and agencies are one of its strengths and impact positively on the
quality of provision and pupils' well-being. The school is cohesive and welcoming, with
good links to the parish community. Plans are in place to extend fully its links to promote
community cohesion further afield. Safeguarding procedures are satisfactory and meet
current requirements. All groups of pupils have equal opportunities to develop their skills
and talents. Discrimination of any kind is not tolerated. However, pupils do not yet make
consistent progress in all lessons or activities.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving
improvement
3
Taking into account:
The leadership and management of teaching and learning
3
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decis ively and statutory responsibilities met
3
The effectiveness of the school's engagement with parents and carers 3
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
3
The effectiveness of safeguarding procedures 3
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for money 3

Early Years Foundation Stage

Children settle quickly into Nursery because staff get to know the children and their
parents and carers well. Adults create a calm and friendly atmosphere which encourages
children to behave well and show care and concern for each other. Procedures to ensure
children's welfare are fully met.
Adults provide good guidance when they are supporting children's learning as they play.
They extend children's vocabulary and sensitively question and encourage children to
develop their skills. Children enjoy the opportunities to explore and initiate their own
learning. These opportunities offer good challenge in the outdoor learning area in
particular. Learning in group times is sometimes less successful because groups tend to be
too large and sessions last too long. As a result, it is difficult to cater for each child's needs
and this results in children becoming restless and unable to focus on what is being taught.
From their individual starting points when they enter the Nursery, children make good
progress in all areas of learning to reach standards which are broadly average and
sometimes better when they enter Year 1.

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

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

The Early Years Foundation Stage is well led and managed. Staff, working together,
continually strive for improvement and reflect on the quality of provision. They are
beginning to make better use of data to support this reflection to bring about
improvements. Partnerships with external agencies support children's learning effectively.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage 2
Taking into account:
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 of the Early Years Foundation
Stage
2

Views of parents and carers

A minority of parents and carers responded to the questionnaire. Of those who did, a very
large majority were extremely positive about all aspects of the school. For example, they
expressed high praise for the way their children enjoy school and are kept safe. They were
also very positive about the way the school helps their child to have a healthy lifestyle. A
very small minority felt that their child was not making enough progress at the school.
Inspectors found that progress is uneven across the school. All children make at least
satisfactory progress and it is good in some classes.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Cuthbert's R oman Catholic
Voluntary Aided 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 114 completed questionnaires by the end of the on-site inspection. In total,
there are 246 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 Strongly
disagree
Total % Total % Total % Total %
My child enjoys school 66 58 41 36 4 4 2 2
The school keeps my child
safe
76 67 35 31 1 1 2 2
My school informs me about
my child's progress
67 59 42 37 1 1 2 2
My child is making enough
progress at this school
59 52 46 40 6 5 2 2
The teaching is good at this
school
70 61 36 32 4 4 2 2
The school helps me to
support my child's learning
58 51 48 42 2 2 2 2
The school helps my child to
have a healthy lifestyle
56 49 51 45 3 3 2 2
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)
60 53 50 44 0 0 2 2
The school meets my child's
particular needs
54 47 53 46 1 1 2 2
The school deals effectively
with unacceptable behaviour
48 42 55 48 7 6 2 2
The school takes account of
my suggestions and concerns
43 38 59 52 4 4 2 2
The school is led and
managed effectively
58 51 47 41 1 1 2 2
Overall, I am happy with my
child's experience at this
school
63 55 44 39 3 3 2 2

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 46 48 6 0
Primary schools 6 47 40 7
Secondary schools 12 39 38 11
Sixth forms 13 42 41 3
Special schools 28 49 19 4
Pupil referral units 14 45 31 10
All schools 10 46 37 7

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 are for the period 1 September 2010 to 31 December 2010 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 sch ools.
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 pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
improvement.
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.

30 June 2011
Dear Pupils

Inspection of St Cuthbert's Roman Catholic Voluntary Aided Primary School,
Sunderland, SR4 8HP

Thank you for being so friendly and helpful when we visited your school. We really
enjoyed talking to you. We were pleased to hear that you feel safe at school, know how to
stay healthy and are helped to think carefully about the lives of other people and your
own feelings. Here are some of the other things we found.

  • Yours is a satisfactory school where you make satisfactory progress in your learning
    and most of you reach the expected standards by the time you are in Year 6.
  • You make good progress in the Nursery and Reception classes.
  • The care, guidance and support the school gives you are good.
  • Your school works well with different partners to improve your education.

Part of our job is to identify how the school can be even better. We have asked your
headteacher, members of the governing body and teachers to make the school more
effective by doing the following things.

  • Improve the quality of teaching overall to help you make better progress in your
    work and reach higher standards.
  • Ensure all leaders, including members of the governing body, think carefully about
    what they want to improve in school so that it makes the biggest difference to the
    progress you make. We have also asked them to check carefully all the new things
    you are doing in school.

You can help your school improve even further by continuing to attend school regularly
and working with your teachers to achieve the very best you can.
Yours sincerely

Susan Waugh
Lead inspector

.

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