St Elizabeth's Catholic Primary School Closed - academy converter March 31, 2014
Headteacher: Mrs C Dolan
School holidays for St Elizabeth's Catholic Primary School via Manchester council
196 pupils capacity: 106% full
95 boys 46%
110 girls 53%
Last updated: June 18, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- Close date
- March 31, 2014
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 383471, Northing: 386889
- GPS coordinates
- Latitude: 53.379, Longitude: -2.2499
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 20, 2013
- Diocese of Shrewsbury
- Region › Const. › Ward
- North West › Wythenshawe and Sale East › Sharston
- Urban > 10k - less sparse
- Free school meals %
- St Elizabeth's Catholic Primary School M225EU
- 0.2 miles Peel Hall Primary School M225AU (240 pupils)
- 0.4 miles Mayfair Nursery School M227ZE
- 0.4 miles Woodside School M225DR
- 0.4 miles Ashgate Specialist Support Primary School M225DR (91 pupils)
- 0.5 miles Gresty Nursery School M225AU
- 0.5 miles Crossacres Primary School M225AD (446 pupils)
- 0.5 miles Crossacres Infant School M225AD
- 0.5 miles Manchester Young Lives M229TF (40 pupils)
- 0.5 miles Crossacres Primary Academyl M225AD
- 0.6 miles St Anthony's Catholic Primary School M220NT
- 0.6 miles South Manchester High School M229TH
- 0.6 miles St Anthony's Catholic Primary School M220NT (672 pupils)
- 0.7 miles Haveley Hey Community School M229NS
- 0.7 miles Poundswick Junior School M226BQ
- 0.7 miles Poundswick Infant School M221BQ
- 0.7 miles Woodhouse Park Primary School M220WW
- 0.7 miles St John Fisher and Thomas More Catholic Primary School M229NW
- 0.7 miles Poundswick County Primary School M221BQ
- 0.7 miles The Willows Primary School M221BQ
- 0.7 miles Ringway Primary School M220WW (261 pupils)
- 0.7 miles Haveley Hey Community School M229NS (400 pupils)
- 0.7 miles The Willows Primary School M221BQ (443 pupils)
- 0.7 miles St John Fisher and Thomas More Catholic Primary School M229NW (344 pupils)
Ofsted report transcript
St Elizabeth’s Catholic Primary
Calve Croft Road, Peel Hall, Wythenshawe, Manchester, M22 5EU
|Inspection dates||20–21 March 2013|
|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
| The school is well led and managed by a |
Supported by an able and dedicated
Due to well focused support and carefully
committed headteacher who has very high
expectations of all pupils.
leadership team the headteacher has ensured
that the standards reached by pupils when
they leave school have consistently improved
over the last three years.
planned small-group teaching activities the
school has ensured that standards have risen
sharply this academic year, especially in
mathematics and reading, and all groups of
pupils are achieving well.
| Senior leaders and the governing body |
Teaching overall is good. Teachers work hard
Pupils are very well behaved, they say that
carefully check the quality of teaching and
learning. They ensure that any pupils falling
behind are given the support that they need to
catch up quickly.
to plan lessons which are interesting and
imaginative. The introduction of an assertive
mentoring scheme has created a sense of
urgency and competition, which has led to an
improvement in educational standards.
they enjoy being in school and that they feel
cared for. The vast majority of parents agree
that their children are safe at school and that
they learn well.
| The quality of teaching is not yet outstanding. |
Variations in its effectiveness means that
rates of progress are not always consistent
across the school.
| Pupils, particularly the more able, are not |
always challenged sufficiently or given enough
opportunities to use their skills and knowledge
to take responsibility for their own learning.
|Inspection report:||St Elizabeth's Catholic Primary School, 20–21 March 2013||2 of 9|
Information about this inspection
- Inspectors observed 18 lessons including small group activities, parts of lessons and the teaching
of phonics (the links between letters and sounds). Three lessons were jointly observed with the
headteacher and deputy headteacher. Two assemblies were observed, one of which was
presented by pupils.
- Inspectors listened to pupils read from Years 1, 2, 5, and 6 and held discussions with two groups
of pupils from across the school.
- Pupils’ work was scrutinised during lessons and separately with the headteacher.
- Inspectors took account of 12 responses to Ofsted’s online questionnaire, Parent View, the
school’s own and independent surveys of parents’ views and one letter from a parent.
Questionnaires completed by 20 members of staff were also taken into account.
- Meetings were held with the vice-chair of the school’s governing body, and a separate discussion
was held with one of the school’s foundation governors.
- A meeting took place with the school’s independent consultant, and a telephone conversation
took place with a representative from the local authority.
- A number of short discussions took place with individual parents.
- Various school documents were examined; these included the school’s development plans and
self-evaluation, monitoring records of the quality of teaching, school data on pupil progress,
minutes of governing body meetings, records of attendance, consultant’s reports, behaviour
records and safeguarding documentation.
|Lenford White, Lead inspector||Additional Inspector|
|Mary Liptrot||Additional Inspector|
|Inspection report:||St Elizabeth's Catholic Primary School, 20–21 March 2013||3 of 9|
Information about this school
- This is a smaller than average-sized primary school.
- The proportion of pupils for whom the school receives additional funding through the pupil
premium is above average.
- A small but increasing proportion of pupils are from minority ethnic groups but very few speak
English as an additional language.
- The proportion of pupils with special educational needs who are supported at school action is
- The proportion of pupils who are supported at school action plus, or who have a statement of
special educational needs is above average.
- The school meets the government’s floor standards, which set the minimum expectations for
pupils’ attainment and progress.
- The school provides a well attended on-site breakfast club.
- Since the last inspection a new assistant headteacher has been appointed and there have been
changes to the governing body, including the appointment of a new Chair.
What does the school need to do to improve further?
- Raise the quality of teaching from good to outstanding, so that pupils’ learning and achievement
are outstanding, by:
sharing the expertise of outstanding teachers within the school, and supporting and
challenging those whose teaching is not yet consistently good, to improve
making sure that teachers plan tasks in lessons that always stretch and support all pupils,
especially the more able, to learn as much as possible
ensuring that all lessons are well paced and move all pupils on quickly, particularly the more
able, to undertake independent work and think for themselves.
|Inspection report:||St Elizabeth's Catholic Primary School, 20–21 March 2013||4 of 9|
|The achievement of pupils||is good|
- The majority of children enter the school Nursery with skills and abilities which are below those
typically expected for their age. Due to good teaching and well planned activities children make
good progress through the Early Years Foundation Stage.
- Pupil progress slowed through Key Stage 1 during the last academic year. However, due to
consistently good teaching in Key Stage 1 and well targeted small-group teaching activities
pupils are now on track and progress for all groups of pupils has improved and is good.
- Good progress is made through Key Stage 2 with all pupils achieving at least national standards
by the time they leave Year 6. However, the rate of progress in Key Stage 2 is not always
consistent across all year groups because the quality of teaching is not always consistent.
- Targeted support provided through pupil premium funding has enabled the school to ensure that
its teachers and teaching assistants are well trained. Initiatives such as ’Numbers Count’ have
resulted in improvements in mathematics.
- Phonics is a strong feature of the school, with Year 1 pupils performing better than their peers
nationally. Those pupils who read for inspectors said that they enjoyed reading. Younger pupils
were able to read unfamiliar words and correctly sound them out. A lower-ability Year 2 reader
explained that, ‘I can sometimes read to teachers by myself and I chop up big words that I don’t
know, then read them out.’
- The school has done well to increase the number of pupils reaching the higher levels in Years 5
and 6. Due to a close focus on ’assertive mentoring’ and regular mathematics testing, all pupils
make good progress in this subject. Some groups are making accelerated progress and many
are already currently working at the higher levels.
- One-to-one support and small-group teaching activities have led to an improvement in standards
for all groups, including those entitled to free school meals, who do at least as well as their
- The quality of support for pupils who are disabled or who have special educational needs is
good. A well trained and highly experienced manager ensures that pupils with special
educational needs develop well socially and emotionally and that their attainment compares
favourably with that of their peers nationally.
- The achievement of pupils from minority ethnic groups and those who speak English as an
additional language is at least as good as that of their peers in school.
|The quality of teaching||is good|
- The quality of teaching has improved since the last inspection and is now good, with some that
is outstanding. A small minority of lessons observed during the inspection required improvement.
- As a result of good teaching, pupils’ learning and progress is good. Relationships between pupils
and teachers are strong and pupils want to do their best. The school’s assertive mentoring
programme has made many pupils passionate about their learning.
- Pupils who spoke to inspectors said that they enjoyed their weekly tests and that these had
focused them on continually improving. A close examination of pupils’ mentoring files indicates
that the vast majority of pupils are making good progress with many exceeding their targets.
- In the best lessons teachers are careful to make sure that all pupils make good progress. An
outstanding fast-paced Year 6 lesson started off with quick-fire mental mathematics activities.
Then, focusing on equations and factors, the teacher and teaching assistant managed to start
six groups of pupils off on different tasks, with some reviewing work from a previous lesson.
However, sometimes, weaker lessons are not planned well enough to stretch and support all
pupils, especially the more able, to reach the levels they are capable of attaining.
- Teachers take great care with their marking, which is consistently good across all year groups.
Pupils benefit from comments which are helpful, and often detailed. Teachers provide
opportunities for pupils to review their comments and encourage them to assess for themselves
how well they have done in their class work.
|Inspection report:||St Elizabeth’s Catholic Primary School, 20–21 March 2013||5 of 9|
- In the best lessons, pupils are provided with many opportunities to explore the world around
them. The approach to learning taken in the Early Years Foundation Stage is very effective with
a very good balance provided between activities which are led by teachers and those which
pupils decide for themselves.
- In a continuous provision session involving Nursery and Reception children, great delight was
shared between children who engaged in role play as doctors, used electronic tablets, wrote
cards and letters and worked cooperatively in the construction area.
- Teachers generally have high expectations of pupils, but in weaker lessons where the pace is
slower, pupils and especially the more able are not moved on quickly enough to allow them to
think for themselves and undertake work on their own.
- Teachers are highly effective when they work together in pairs with groups of pupils. This is
particularly the case in lessons where more experienced teachers mentor newly qualified
teachers. Those being supported indicated that their teaching had improved and that they
valued the expertise of their colleagues. However, there are too few opportunities to extend this
practice more widely across the school.
|The behaviour and safety of pupils||are good|
- Pupils are very respectful, they care very much for each other, their teachers and adults, and
have a maturely developed sense of charity. Throughout the inspection pupils engaged in a wide
range of activities to raise money which showed imagination and ingenuity. These included
bring-and-buy table sales, competitively selling cakes and drinks and spending the whole day in
pyjamas in order to raise money for CAFOD.
- All behaviour observed in and around the school during the inspection was at least good. The
overwhelming majority of pupils behave well in lessons, though some lose interest on occasions
when lessons are not fully engaging.
- Pupils say that they feel safe in school, so do their parents. The overwhelming majority of
parents who completed Ofsted’s online survey Parent View said that they were happy with
behaviour in the school. This is confirmed by independent surveys commissioned by the school
and the views of staff.
- Pupils show a well developed understanding of internet safety, which is high on the agenda for
the school. During a well received, pupil-led ‘Super SMART’ internet safety assembly, Key Stage
2 pupils addressed the whole school on the potential dangers of using the internet and on how
to report cyber bullying.
- Bullying in the school is rare, with few concerns expressed by pupils or parents. Those pupils
who spoke to inspectors said that they knew what to do if they were treated unkindly and that
they were confident that their concerns are always taken seriously. The school’s behaviour logs
confirm that poor behaviour is rare and that there have been no exclusions of any kind for at
least three years.
- The school delivers a wide range of programmes through the curriculum that help pupils to stay
safe. These include: road safety awareness, Bike Rite, Transport First, Fire Safety, First Aid and
drug awareness. The school also works closely with Crucial Crew in order to further develop
pupils’ understanding of bullying.
- Pupils know that all people should be treated equally. In keeping with the Christian ethos of the
school, human and civil rights are given a high priority. This is exemplified through the
curriculum and through pupils’ learning about Mahatma Ghandi and Martin Luther King.
|Inspection report:||St Elizabeth’s Catholic Primary School, 20–21 March 2013||6 of 9|
|The leadership and management||are good|
- The school is led by a very able and highly ambitious leadership team which has focused closely
on the areas for improvement identified from the previous inspection. The quality of teaching
and the achievement of pupils have improved considerably over the last three years.
- Good leadership and management have enabled the school to identify where it needs to improve
further. Governors have authorised the school’s significant investment in teaching programmes,
training and resources to ensure that those entitled to pupil premium funding are performing
well and that they have equality of opportunity.
- Good leadership and management of teaching has ensured that any gaps between the
performance of different groups of pupils, boys and girls for example, are no more significant
than those seen nationally.
- Good leadership has also meant that the school’s engagement with parents is good and
continuing to improve. This has been helped through the production of a regular and informative
newsletter, helpful communication with parents through the school’s website and an early alert
system which informs parents if there are any concerns over pupils’ absence or punctuality.
- The spiritual, moral, social and cultural development of pupils is excellent. This is because pupils
learn to care deeply for others, they work well together in class and enjoy taking on extra
responsibilities as buddies and school council members.
- The creative curriculum covers a wide range of topics, it meets the different needs of pupils and
ensures that they develop their capabilities and acquire the skills that they will need in later life.
It also provides opportunities for pupils to develop their information and communication
technology, literacy and numeracy skills across all subjects.
- The school organises special themed days and weeks, for example, Spanish day and World of
Work Week, and develops pupils’ knowledge of cultural diversity though its links with schools in
Spain and China. Spanish is taught throughout the school and some classes are taught Chinese.
Older pupils experience residential trips at Boreatton Park and Brettargh Holt.
- The local authority has classified the school as only requiring ‘light touch’ support, and as such
the school is visited by a school improvement partner once during the academic year. The school
works closely with an independent consultant who provides advice on the quality of the school’s
work overall, including teaching. The school also works closely with its local cluster network and
with its local family of Catholic schools.
- Safeguarding procedures are followed closely and meet requirements.
- The governance of the school:
- Governors are very supportive of the school and many play a direct role in improving
standards. For example, a highly experienced governor was observed helping pupils to
improve their reading during the inspection. Governors are fully aware of the school’s
strengths and what it needs to do to improve. They work closely with the headteacher to
ensure that all subjects are constantly improving across the school. Governors ensure that
their training is up to date and that the quality of teaching is good. They do this by meeting
regularly to review how well teachers are performing in relation to their targets. Governors
ensure that pupil premium funding is spent wisely, they regularly monitor the effectiveness of
the small-group teaching that it pays for and assess how this is helping pupils.
|Inspection report:||St Elizabeth's Catholic Primary School, 20–21 March 2013||7 of 9|
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.
|Inspection report:||St Elizabeth's Catholic Primary School, 20–21 March 2013||8 of 9|
|Unique reference number||105542|
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|
|Number of pupils on the school roll||208|
|Appropriate authority||The governing body|
|Chair||Mrs J Speak|
|Headteacher||Mrs L Kelly|
|Date of previous school inspection||26 May 2010|
|Telephone number||0161 4373890|
|Fax number||0161 4907024|