School etc

St Gregory's Catholic Primary School

St Gregory's Catholic Primary School
Furness Road

phone: 01900 325248

headteacher: Mrs Celia Holder


school holidays: via Cumbria council

278 pupils aged 2—10y mixed gender
196 pupils capacity: 142% full

155 boys 56%

≤ 273y184a114b74c95y206y247y158y179y1110y14

125 girls 45%

≤ 264a54c125y206y187y118y139y1310y11

Last updated: June 19, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 300094, Northing: 527257
GPS coordinates
Latitude: 54.63, Longitude: -3.5491
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 25, 2011
Diocese of Lancaster
Region › Const. › Ward
North West › Workington › Moorclose
Urban > 10k - less sparse
Free school meals %

rooms to rent in Workington

Schools nearby

  1. 0.2 miles Workington Sixth Form Centre CA143SE
  2. 0.3 miles Westfield Junior School CA145BD
  3. 0.3 miles Westfield Infant School CA145BD
  4. 0.3 miles Westfield Nursery and Primary School CA145BD (156 pupils)
  5. 0.5 miles Victoria Infant School CA143XB (240 pupils)
  6. 0.5 miles Southfield Technology College CA145BH (338 pupils)
  7. 0.6 miles Victoria Junior School CA142RE (252 pupils)
  8. 0.7 miles Ashfield Infants' School CA143JG (175 pupils)
  9. 0.7 miles St Joseph's Catholic High School, Business and Enterprise College CA143EE (657 pupils)
  10. 0.8 miles Ashfield Junior School CA144ES (204 pupils)
  11. 0.9 miles Garth Infant School CA145LS
  12. 0.9 miles St Mary's Catholic Primary School CA145LN (148 pupils)
  13. 1 mile St Michael's Nursery and Infant School CA142UY (87 pupils)
  14. 1 mile Stainburn School and Science College CA144EB (821 pupils)
  15. 1 mile Portland School CA142UY
  16. 1.1 mile St Patrick's Catholic Primary School CA142DW (202 pupils)
  17. 1.2 mile Harrington Infant School CA145PT
  18. 1.3 mile Harrington Junior School CA145PX
  19. 1.3 mile Beckstone Primary School CA145PX (356 pupils)
  20. 1.5 mile Northside Primary School CA141BD (69 pupils)
  21. 1.5 mile Energy Coast UTC CA144JW
  22. 1.9 mile West Cumbria Learning Centre CA144PJ (14 pupils)
  23. 1.9 mile Lakes College - West Cumbria CA144JN
  24. 2.2 miles Seaton CofE Junior School CA141HA (212 pupils)

List of schools in Workington

2 February 2015
Mrs Celia Holder, Headteacher / Mrs Lisa Bird Acting Headteacher
St Gregory's Catholic Primary School
Furness Road
CA14 3PD
Dear Mrs Holder / Mrs Bird

Requires improvement: monitoring inspection visit to St Gregory’s
Catholic Primary School, Cumbria

Following my visit to your school on 30 January 2015, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the

inspection findings. 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 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in October 2014. 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:

 refine the approach to scrutinising pupils’ work in order to:

critically evaluate the quality and range of work
evaluate the impact of marking
assess the progress pupils are making from their starting points

and in relation to age related expectations

 further develop the approach to observing teaching to increase the

focus on pupils’ learning and progress

 track pupils’ experience when they are supported through intervention

groups to make sure all pupils benefit from a range of teaching and
make good progress in all subjects.

CfBT Inspection Services
Suite 22
West Lancs Investment
Maple View
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 01695 566863
Direct F 01695 729320
Direct email: reveal email: jben…


During the inspection, meetings were held with the acting headteacher, mathematics
leader, middle leaders, three members of the governing body and the school’s local
authority adviser to discuss the action taken since the last inspection. I also met with
a group of pupils. The school improvement plans were evaluated and I looked at
revised policies and monitoring forms that have been completed since the last
inspection. I visited all classrooms during lessons, spoke to pupils and sampled their


The assistant headteacher stepped up to the role of acting headteacher soon after
the last inspection, due to the absence of the headteacher. Four teachers joined the
school just before the last inspection; two are part of the senior leadership team.
The teaching of mathematics has been reorganised in years 5 and 6 into three ability

Main findings

You have acted quickly to tackle the areas identified as requiring improvement at the
last inspection. Staff and governors have pulled together to bring about the
necessary improvements. Middle leaders have welcomed the increased responsibility
and all staff are keen to play their part. The school’s ‘rapid development plan’ is well
written, with clear actions to develop teaching, raise achievement and strengthen
leadership. You are making good progress in reaching the plan’s objectives. The
focus up to now has been on revising polices and improving systems for checking
the quality of teaching and progress that pupils make. It is too soon to assess the
impact of changes on pupils’ achievement at this stage, but the systems provide firm
foundations for securing improvement.
You have made several changes to ensure teaching is consistently good and to raise
achievement in mathematics. Your new approach to lesson planning shows that
work is varied to make sure that the most able pupils are sufficiently challenged and
support is provided for those who need more help. The revised mathematical
calculation policy makes sure that knowledge and skills are taught systematically,

building on pupils’ previous learning.

You are taking appropriate action to help those pupils who currently have gaps in
their learning because of ineffective teaching in the past. The half-termly
assessments and pupil progress meetings you have introduced, are supporting
teachers to keep track of pupils’ progress and identify any gaps in their learning. You
have planned a wide range of support and interventions for pupils who are falling
behind. Teaching assistants are better deployed to support pupils, both in class and
in small groups. They are receiving relevant training to help them in the new roles.
There is a wide range of interventions to help pupils catch up and fill gaps in their
learning. However, it is important to maintain an oversight of the various support
programmes to make sure they have the intended impact and that all pupils receive
an appropriate balance of teaching from teachers and teaching assistants.
The new marking policy is being applied consistently in all classes and across all
subjects. It is helping teachers to focus on the advice they provide and to make sure
pupils have time to respond. This is a good start, but there is still variability in the
impact of marking. Where marking is most effective, teachers provide concise and
clear advice to help pupils make gains in their knowledge, extend their skills or
correct errors. Occasionally, teachers’ comments are too lengthy and pupils’
responses are conversational, but do not lead to improvements in their work. At Key

Stage 1, the use of files to keep pupils’ work in makes it difficult for pupils to look

back at comments.
During my visits to classrooms, pupils were co-operative and attentive. Those I
spoke to said they can usually get on with their work without interruption and they

feel safe and secure around school. They feel their school is ‘kind and caring’ and

are very positive about teachers, saying they take time to ‘really help you

understand even if it takes 50 explanations!’ Occasionally pupils find responding to

marking boring. Now that the policy is established it would be helpful to evaluate
what pupils find most useful to help them improve.
The improvement points for leadership from the last inspection focused on action

planning and procedures to check the quality of teaching and pupils’ progress. You

have produced a ‘rapid development plan’ that is much more incisive with
measurable success criteria so you can check progress through the year. The action
plans to improve governance, literacy, mathematics and the early years prioritise
appropriate actions.
Procedures to observe lessons and check pupils’ work have improved. Work scrutiny
and observations are more frequent and are undertaken by a wider range of staff,
including subject leaders. In the initial stages, observations and work scrutiny have
focused on whether teachers and pupils are following school policies. Now that these
polices are established, there is a need to focus more explicitly on the quality of

teaching and its impact on pupils’ progress.

Leaders at all levels are being empowered to take a more active role in leading
improvement through training and links with other schools. Leaders have welcomed
the increased responsibility and accountability and have risen to the challenges.
Governors have similarly welcomed their increased role in supporting and
challenging school leaders. The recent review of governors’ roles has ensured that
their skills are used to best effect and they have a better understanding of the key
priorities. Governors have recently forged links with subject leaders and regular visits
to school keep them better- informed. They have benefitted from training on data
and from links with governors of other schools.
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 school is drawing on external support effectively. The local authority acted

quickly to broker links with other schools. The links with St Patrick’s Roman Catholic

School are proving beneficial in enabling governors, leaders and teachers to develop
their skills and learn from each other. Opportunities for moderation of pupils’ work
within the Workington cluster are also helpful. The local authority adviser has
provided effective advice and support since the school was identified as needing
targeted support in September 2014.

I am copying this letter to the Chair of the Governing Body, the Director of Children’s

Services for Cumbria and the Director of Education for the Roman Catholic Diocese

of Lancaster.

Yours sincerely
Jean Olsson-Law

Her Majesty’s Inspector

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