St John Fisher Catholic Primary School
phone: 020 87990970
headteacher: Mrs Gillian Scannell
420 pupils capacity: 112% full
215 boys 46%
255 girls 54%
Last updated: June 18, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 517181, Northing: 183465
- GPS coordinates
- Latitude: 51.538, Longitude: -0.31181
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 3, 2011
- Archdiocese of Westminster
- Region › Const. › Ward
- London › Ealing North › Perivale
- Urban > 10k - less sparse
- Free school meals %
- Perivale Primary School UB67AP (471 pupils)
- Perivale First School UB67AF
- Perivale Middle School UB67AF
- 0.2 miles Vicar's Green Primary School HA01DP (313 pupils)
- 0.3 miles Perivale Study Centre UB67LH
- 0.8 miles Barham Primary School HA04RQ (778 pupils)
- 0.9 miles Alperton Community School HA04JE
- 0.9 miles North Ealing Primary School W51RP (661 pupils)
- 0.9 miles Alperton Community School HA04JE (1433 pupils)
- 1 mile Selborne Primary School UB68JD (534 pupils)
- 1 mile St Gregory's Catholic Primary School W51SL (588 pupils)
- 1.1 mile Lyon Park Junior School HA04HH (480 pupils)
- 1.1 mile Lyon Park Infant School HA04HH (441 pupils)
- 1.1 mile Montpelier Primary School W52QT (680 pupils)
- 1.1 mile St Angelo Preparatory School W52QP
- 1.1 mile Notting Hill and Ealing High School W138AX (885 pupils)
- 1.1 mile Montpelier First School W52RA
- 1.1 mile Montpelier Middle School W52RA
- 1.2 mile Hathaway Primary School W130DH (419 pupils)
- 1.2 mile St Benedict's School W52ES (1095 pupils)
- 1.2 mile St Benedict's Junior School W52XP
- 1.3 mile Elsley Primary School HA96HT (464 pupils)
- 1.3 mile Copland Community School HA97DU (972 pupils)
- 1.3 mile West Twyford Primary School NW107DN (306 pupils)
|Inspection date(s)||3–4 October 2011|
St John Fisher Catholic Primary School
|Unique Reference Number||101921|
|Inspection dates||3–4 October 2011|
|Report ing inspector||John Worgan|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||476|
|Appropriate authority||The governing body|
|Date of previous school inspection||24–25 April 2007|
|School address||Sarsfield Road|
|Telephone number||020 8799 0970|
|Fax number||020 8998 6618|
This inspection was carried out by four additional inspectors. They saw 18 lessons
taught by 12 staff. Inspectors spoke with pupils, parents and carers, staff and
representatives of the governing body. They observed the school's work, and looked
at planning and monitoring information, a range of policy documents and records,
minutes of meetings of the governing body and a range of pupils' work. They also
analysed 135 questionnaires returned by parents and carers, 42 from pupils and 20
The inspection team reviewed many aspects of the school’s work. It looked in detail
at a number of key areas.
- How well the school supports pupils who speak English as an additional
language and those with special educational needs and/or disabilities.
- How accurate leaders and managers are in their evaluation of teaching and
- How effective the initiatives in improving teaching and learning have been in
- The effectiveness of the Early Years Foundation Stage in preparing pupils for
the later stages of their education.
Information about the school
St John Fisher is a large Catholic primary school with a nursery. The proportion of
pupils known to be eligible for free school meals is below the national average. The
proportion of pupils with special educational needs and/or disabilities is slightly below
the national average as is the proportion with a statement of special educational
needs. The proportion of pupils from minority ethnic backgrounds is higher than in
most schools. In recent years there has been a steady and increasing number of
pupils who are at the early stages of speaking English as an additional language. The
on-site breakfast and after-school clubs are not managed by the governors and were
not inspected as part of this inspection.
|Overall effectiveness: how good is the school?||1|
|The school’s capacity for sustained improvement||1|
St John Fisher is an outstanding school. Pupils enjoy school, have very positive
attitudes, engage keenly in their learning and achieve well. The headteacher's strong
leadership is a significant factor in the success of the school, which is appreciated by
pupils, parents and carers, staff and governors. As one parent summed it up, ‘The
school has a fantastic approach to the children, they are happy to be here, keen to
learn and well-behaved.' The school is particularly effective in catering for the needs
of pupils with special educational needs and/or disabilities and those who speak
English as an additional language, raising their attainment above that of similar
groups nationally. Pupils attain well and no significant group is underachieving.
Progress is maintained throughout the key stages and pupils leave the school as
well-rounded, confident young people with good basic skills.
The bright, stimulating, well-resourced environment in the Nursery and Reception
area gives children a very positive first experience of school. Strong relationships at
all levels throughout the school contribute well to pupils' outstanding feelings of
safety. One pupil commented, ‘If you are having personal problems, the teachers
always help you.’ A particular strength is pupils’ confident speaking and listening,
which was particularly notable in an assembly during the inspection where pupils
spoke, read and sang impressively.
Teaching across the school is good and sometimes outstanding, resulting in pupils'
good progress. Newly-qualified teachers are well supported and demonstrated
innovative and imaginative teaching during the inspection. Children get off to an
impressive start in the Early Years Foundation Stage and settle quickly, making good
progress because of good teaching. Pupils do well in the national tests at the end of
Year 6. Standards are above average and have been so for the last three years.
Overall attainment, however, dipped slightly in 2011 because fewer pupils achieved
the higher level in national tests. The school is aware of this issue and managers
have successfully introduced targeted support for the more able with the aim of
developing skills even further. Fundamental to pupils’ good progress is the teachers'
effective use of regular assessments to set imaginative and stimulating work that is
well matched to pupils' needs. Marking is less consistently strong, and teachers do
not always provide pupils with the guidance which they need to reach the next level.
This is particularly so in relation to more-able pupils. The curriculum is particularly
successful in meeting the needs of pupils with special educational needs and/or
disabilities and pupils at the early stages of learning English. Tasks are adapted so
that these pupils make good progress.
The school’s self-evaluation is rigorous and challenging. The headteacher has
developed an evaluation format which is clear and focused and is well understood by
staff and governors. Managers share the headteacher’s vision and all staff share an
ethos of school improvement. Planning is thorough and the quality of teaching is
enhanced by mutual support through lesson observation, joint planning and work
scrutiny. Governance is highly effective. Challenging yet supportive, the governing
body has made a significant contribution to the success of the school.
The school has outstanding capacity to sustain improvement because of its very
strong leadership, ethos of challenge and improvement, and highly accurate self-
evaluation. Leadership roles are distributed very effectively and staff at all levels are
given the opportunity to develop further.
What does the school need to do to improve further?
- Build on the existing high levels of challenge for pupils’ learning, pursuing the
school’s focus on the more able by:
using marking and assessment even more effectively to set aspirational
giving pupils even clearer guidance on the next steps they need to take in
order to reach their full potential.
Children start school with skills below those expected for their age. They make good
progress and achieve well by the end of Year 6. A group of Year 3 children
exemplified the positive attitudes, high levels of enjoyment and engagement, as they
eagerly joined in an activity in which they each represented part of a sentence or a
punctuation mark. In a Year 4 science lesson, pupils enjoyed planning their own
investigation on the solubility of solids and then went on to carry out the
experiments, working cooperatively and safely in groups. Adults' careful questioning
deepened pupils’ understanding. The support of teaching assistants is particularly
effective and they are valued and supported by management. Pupils with special
educational needs and/or disabilities are not always reliant on additional support and
have regular opportunities to work independently.
Pupils have an excellent perspective on what constitutes unsafe situations and say
they feel safe at school at all times. Their behaviour is outstanding; they respect
each other and adults, and support each other’s learning. They work well in groups
or pairs. Pupils willingly assume varied roles and responsibilities and carry out their
duties proudly and reliably. Participation in local events and fund-raising activities
broaden pupils' sense of community beyond the school. Highly respectful of others'
needs, pupils are reflective about the world around them. They engage
enthusiastically in cultural and multicultural opportunities, also participating in
activities in the wider Catholic community such as a regional Bible Quiz which the
school won. Pupils have a very strong understanding of factors affecting their health
and respond well to the school's health promotion strategies, including extra-
curricular sports activities. The school has gained the Healthy Schools Award and the
curriculum affords a number of opportunities for pupils to gain understanding of
factors which affect their own, and others’ health. Transition arrangements are well
planned and thorough and pupils leave with the skills and confidence to allow them
to progress smoothly to the next stage of their education. A strong commitment to
inclusion, enhanced by excellent links with other professionals and agencies,
effectively supports pupils whose circumstances may make them potentially
vulnerable, significantly improving their well-being. Although above average, overall
absence figures are depressed by the number of pupils taking days off and holidays
during term time.
|Outcomes for individuals and groups of pupils||1|
These are the grades for pupils’ outcomes
|Pupils’ achievement and the extent to which they enjoy their learning |
Taking into account:
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
|The extent to which pupils feel safe||1|
|Pupils’ behav iour||1|
|The extent to which pupils adopt healthy lifesty les||1|
|The extent to which pupils contribute to the school and wider community||1|
|The extent to which pupils develop workplace and other skills that will |
contribute to their future economic well-being
Taking into account:
|The extent of pupils’ spiritual, moral, social and cultural development||1|
How effective is the provision?
The quality of teaching is good, with many examples of outstanding practice. In the
best lessons seen which were typical of the overall profile, pace was brisk, pupils
were well challenged by a variety of stimulating activities and were actively involved
in learning. In a successful mathematics lesson, the teacher quickly assessed pupils’
prior knowledge about types of averages, developing their understanding through a
variety of tasks including a song and a data analysis task related to a penalty shoot-
out. Thorough planning showed strong evidence of responding to pupils’ needs,
although in some lessons seen the more able were not always challenged. Teachers
adapted lessons to make them relevant to the real world; a lesson on analogue and
digital time was enlivened by a display of real-time arrivals at Heathrow. Although
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
verbal feedback to pupils was helpful and immediate, marking was inconsistent. The
best practice was exemplified by adding a challenge, in the form of a specific task,
helping pupils to take the next step up. Targets are rigorous and effective,
challenging pupils to do their best. More-able pupils do well and in its continuous
drive for even higher standards the school is providing even more challenge for
more-able pupils at the heart of its development planning.
The curriculum is delivered very effectively through a discrete timetable, underpinned
by cross-curricular projects. A particular strength is the way in which the curriculum
is adapted to the needs of individual pupils. Good links between subjects contribute
well to this and there are well-planned opportunities for pupils to use numeracy,
literacy and information and communication technology skills in all curriculum areas.
Pupils speak highly of the quality of teaching and learning offered by the school and
the curriculum clearly extends beyond the classroom, allowing pupils to develop
strong social, artistic and physical skills. Effective partnerships with local secondary
schools extend learning opportunities in religious education, technology, physical
education and art, as does a wide range of extra-curricular activities which are very
well attended, necessitating a rota for some more popular clubs.
Very effective systems underpin the positive and caring ethos of the school, and
pupils speak warmly about adults and how they help them. Routines are followed
and pupils understand clearly what is expected of them. They act responsibly,
showing care and concern for each other. Adults use information well to plan work
for pupils which is imaginative and stimulating, involving them in active and
These are the grades for the quality of provision
|The quality of teaching |
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils’ needs, including, where |
relevant, through partnerships
|The effectiveness of care, guidance and support||1|
How effective are leadership and management?
The school is led very effectively and efficiently by the headteacher, supported by a
strong senior team and an enthusiastic staff. The headteacher’s leadership is widely
respected, as very strong responses in parents’ and carers’ and staff questionnaires
confirm. A strong well-organised governing body with a wide range of skills provides
leaders with an excellent balance of support and challenge. Thorough interrogation
of information provided by the school, together with sharply focused monitoring
visits, gives governors a detailed understanding of the school's performance. The
governing body has a strong presence, gathering parents’ and carers’ views through
questionnaires, a parent group and attendance at parents’ evenings. It uses these
views in its decision-making. It plays an active part in the school’s self-evaluation,
balancing challenge and support. The headteacher provides succinct and focused
self-evaluation data, which are much appreciated by governors. There is effective
distribution of responsibility to leaders at different levels. Staff who have recently
taken on acting roles have responded well and middle management remains strong.
Support for subject teaching is strong and there is a clear emphasis on cooperative
planning, which has improved teaching.
The school does not tolerate discrimination of any kind and racist incidents are
extremely rare. The school has equality of opportunity at the heart of all its work.
Very good tracking ensures that gaps in performance between different groups are
minimal. Staff have a very clear understanding of the school's comprehensive and
effective policies to safeguard and protect pupils. There are well-established and
thorough systems to protect pupils, and staff. All governors regularly receive good
quality safeguarding training relevant to their role. Parents and carers and pupils
report that the school is a safe, secure environment. Systems are evaluated and
updated regularly and pupils have a thorough understanding of the dangers and
benefits of internet use. Pupils have been involved in improving the safety of the
school environment. For example, the school council suggested and planned the
resiting of playground equipment. Relationships with parents and carers are highly
positive and the school is a strongly cohesive community. The school’s reports to
parents and carers are extremely thorough, commenting on pupils’ social and cultural
development as well as their progress and attainment. A clear analysis and
understanding of the school's context and contribution to community cohesion has
ensured pupils have opportunities to engage with those from other communities.
Links with schools in Poland and Spain and with another school in the United
Kingdom have been established.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambit ion and |
driv ing improvement
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and supporting the |
school so that weaknesses are tackled decisively and statutory responsibilities
|The effectiveness of the school’s engagement with parents and carers||1|
|The effectiveness of partnerships in promoting learning and well-being||1|
|The effectiveness with which the school promotes equality of opportunity and |
|The effectiveness of safeguarding procedures||1|
|The effectiveness with which the school promotes community cohesion||2|
|The effectiveness with which the school deploys resources to achieve value for |
Early Years Foundation Stage
Strong relationships and the well-organised, stimulating and welcoming environment
contribute well to children's enthusiastic engagement across the Early Years
Foundation Stage. Although some children enter with low levels of communication
skills, they make good progress and are above the national average in all areas of
learning when they move on to the next stage of their education. This progress is
particularly significant for children who speak English as an additional language and
those with special educational needs and/or disabilities. Good teaching and strong
support from teaching assistants, two of whom are Polish speaking, have
considerable impact on these children’s personal development and progress. The
children enjoy active learning and this was particularly apparent in a game of ‘sound
bingo’. A guided reading group was well led and the children were clearly excited
about learning to read. Children use computers confidently and were able to use a
program developing understanding of initial letter sounds.
Provision is good. Children take time to settle and the range of activities is expanded
as they become more familiar with routines and the learning environment. There is a
good balance of children making purposeful choices and adult direction.
Relationships between children and adults are good and parents and carers are
involved in their children’s learning. Parents and carers spoke highly of the induction
process and of the way in which they were welcomed to the school. Parents and
carers of children who speak English as an additional language were particularly
complimentary about the help which their children were receiving.
The Early Years Foundation Stage is well led and the phase leader has an excellent
grasp of tracking data. Rigorous assessment procedures ensure children's needs and
interests are met well. Adults make good use of a range of opportunities to observe
children's developing capabilities to plan their next steps in learning. As a result of
careful planning, children make good progress from their starting points.
Although the indoor environment is pleasant and stimulating, more use could be
made of the spacious outdoor area provided, allowing children to take more initiative
and to work independently more frequently.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation Stage |
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
Views of parents and carers
The response to the Ofsted questionnaire was about average. Parents and carers
speak extremely highly of the school and of the experience which it is affording their
children. As one parent stated, it is, ‘a very caring and nurturing school’. Any
questions or problems are dealt with sensitively and professionally. This was seen
clearly during the inspection, when, at the end of the day, parents and carers met
teachers informally outside classrooms to discuss any issues and to provide advice.
The questionnaire response was overwhelmingly positive, with very few, and no
consensus of, negative comments.
Responses from parents and carers to Ofsted’s questionnaire
Ofsted invited all the registered parents and carers of pupils registered at St John Fisher Catholic
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 135 completed questionnaires by the end of the on-site inspection which
is an average response rate for this type of school. In total, there are 476pupils registered at the
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%.
|My child enjoys school||88||65||45||33||1||1||1||1|
|The school keeps my child |
|The school informs me about |
my child’s progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child’s learning
|The school helps my child to |
have a healthy lifestyle
|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
|The school meets my child’s |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and
|The school is led and |
|Overall, I am happy with my |
child’s experience at this
What inspection judgements mean
|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
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
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 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
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 schools.
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
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
- The quality of teaching.
- The extent to which the curriculum meets
pupils’ needs, including, where relevant,
- The effectiveness of care, guidance and
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.
5 October 2011
Inspection of St John Fisher School, Greenford, UB6 7AF
Thank you for the warm welcome when we visited your school. We enjoyed talking
to you and took careful note of the positive comments which you and your parents
and carers made about the school. We were very impressed by your excellent
behaviour and by how well you respect and care for one another and the ways in
which you help each other to learn and to succeed.
Yours is an outstanding school because:
- The headteacher and the staff care about you and help all of you to make good
- There are lots of opportunities for you to develop your interests and skills,
through clubs, visits and other activities, as well as in your lessons.
- Teachers plan interesting lessons and give you enjoyable and exciting things to
- Your school is a pleasant, and exceptionally safe and happy place.
To help your school to be even better, we have asked the headteacher and her staff
to challenge all of you, and especially those of you who find some of your work easy,
using marking and information about what you know to set targets which
will help you to improve
giving you clear guidance on the next steps which you need to take to
reach the highest standard of which you are capable.
We wish you every success in the future.