School etc

St John Fisher RC Primary School, Denton

St John Fisher RC Primary School, Denton
Manor Road
Haughton Green

phone: 0161 3365308

headteacher: Mrs Helen Hayes

school holidays: via Tameside council

226 pupils aged 3—10y mixed gender
194 pupils capacity: 115% full

130 boys 57%


95 girls 42%


Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 393778, Northing: 394103
GPS coordinates
Latitude: 53.444, Longitude: -2.0951
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 9, 2013
Diocese of Salford
Region › Const. › Ward
North West › Denton and Reddish › Denton South
Urban > 10k - less sparse
SEN priorities
ASD - Autistic Spectrum Disorder
Free school meals %

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Schools nearby

  1. 0.3 miles Two Trees Sports College M347QL
  2. 0.5 miles Manor Green Primary and Nursery School M347NS (455 pupils)
  3. 0.7 miles Corrie Primary School M346FG (355 pupils)
  4. 0.7 miles Linden Road Primary School and Hearing Impaired Resource Base M346EF (230 pupils)
  5. 0.7 miles Linden Road Primary School and Hearing Impaired Resource Base M346EF
  6. 0.8 miles St George's CofE Primary School SK141JL (224 pupils)
  7. 0.9 miles Hyde Pupil Referral Unit SK141ND
  8. 0.9 miles Dowson Primary School SK145HU (475 pupils)
  9. 0.9 miles St Thomas More RC College Specialising in Mathematics and Computing M346AF (770 pupils)
  10. 1 mile Greenfield Primary School and Early Years Centre SK141QD (289 pupils)
  11. 1 mile St Anne's Primary School M343DY (204 pupils)
  12. 1 mile St Mary's RC Primary School M342AR (232 pupils)
  13. 1 mile Ashlea House School M346ET (4 pupils)
  14. 1.1 mile Woodley Infant School SK61LH
  15. 1.1 mile Woodley Junior School SK61LH
  16. 1.1 mile Denton Central Primary School and ASD Resource Base M342AN
  17. 1.1 mile Greswell Primary School and Nursery M342DH (461 pupils)
  18. 1.1 mile Leigh Primary School SK145PL (322 pupils)
  19. 1.1 mile Leigh Street Junior School SK142RP
  20. 1.1 mile Leigh Street Infant School SK142RP
  21. 1.1 mile Woodley Primary School SK61LH (445 pupils)
  22. 1.2 mile Gee Cross Holy Trinity CofE (VC) Primary School SK145LX (235 pupils)
  23. 1.2 mile Hyde-Clarendon College SK142JZ
  24. 1.3 mile Flowery Field Primary School SK144SN (477 pupils)

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School report

St John Fisher RC Primary School,


Manor Road, Haughton Green, Denton, Manchester, M34 7SW

Inspection dates 9–10 July 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Outstanding 1
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’ achievement is good. Pupils from the
Pupils’ attainment in English and mathematics
Children in the Early Years Foundation Stage
The quality of teaching is good and a
The spiritual character of the school makes a
specially resourced base also achieve well.
Pupils who are disabled and those with
special educational needs receive effective
support and make good progress.
has risen to above average.
make good progress in the very stimulating
and attractive classrooms and outdoor areas.
significant amount is outstanding. Pupils
enjoy the challenge and excitement of
grasping new knowledge and skills.
positive contribution to pupils’ moral, social,
cultural and spiritual development.
Behaviour is good and pupils are unfailingly
Staff come together in a shared commitment
Changes in leadership of the governing body
The headteacher and governors have worked
This is an effective and improving school
polite around school. Pupils are keen
conversationalists and confident young people.
to improve the achievement of pupils because
of clear expectations set by senior leaders.
over the past year have been managed
effectively to ensure that the school is
continuously held to account by governors.
well in successfully tackling some weaknesses
in teaching.
providing a good all-round education for its
Not enough of the teaching is outstanding.
Marking does not consistently ensure that
Some opportunities are missed to check
pupils’ understanding in lessons.
pupils understand precisely what it is they
need to do in order to improve their work.
Some lessons lack sufficient challenge,

especially for the more-able pupils, and work
targeted at the highest levels of attainment in

Information about this inspection

  • The inspectors observed parts of 14 lessons.
  • They listened to pupils reading individually and during lessons.
  • Meetings were held with senior and middle leaders, including the leader of the specially
    resourced base, the special educational needs coordinator, the Early Years Foundation Stage
    leader, two members of the governing body, pupils and a representative from the local
  • The inspectors took account of the 29 responses to the online parent questionnaire (Parent
    View). The questionnaires completed by 23 staff were also taken into account.
  • The inspectors observed the work of the school and reviewed various documents including the
    school’s view of its effectiveness, the tracking of pupils’ progress, pupils’ books, records of
    governing body meetings and the performance management of staff. Documents relating to
    safeguarding, behaviour and safety were also considered.

Inspection team

Marie Cordey, Lead inspector Additional Inspector
Doreen Davenport Additional Inspector

Full report

Information about this school

  • This is a smaller than average primary school.
  • The school provides specially resourced provision for up to 14 pupils, most of whom are
    supported for autistic spectrum disorders.
  • The proportion of pupils supported through school action is below average. The proportion of
    pupils supported at school action plus or with a statement of special educational needs is above
  • The proportion of pupils known to be eligible for the pupil premium is average. (The pupil
    premium is additional funding for pupils known to be eligible for free school meals, children from
    service families and children who are looked after by the local authority.)
  • Most pupils are White British. A small number are from ethnic minority backgrounds.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.
  • The school provides morning sessions for nursery-age children.

What does the school need to do to improve further?

  • Increase the proportion of teaching that is outstanding in order to raise attainment further,
    especially for the most-able pupils and in mathematics, by:
    providing consistently challenging lessons to match the abilities of all pupils, particularly the
    consistently providing work targeted at the highest levels of attainment in mathematics
    checking pupils’ understanding throughout the lesson so that pupils know exactly what is
    required from them and can move forward in their work
    improving the quality of marking so that pupils know precisely how to improve their work and
    then checking that pupils act on this advice.

Inspection judgements

The achievement of pupils is good
  • Pupils make good progress from their individual starting points because the quality of teaching is
    good. Some make exceptional progress over time in the Reception class, in Year 6 and in the
    specially resourced base for pupils with complex educational needs.
  • Children start school with skills that vary from year to year but are generally below those seen
    for their age. They make good and sometimes outstanding progress in the Early Years
    Foundation Stage because teaching is consistently good and better, especially the teaching of
    early writing and reading skills. In a lesson observed, children were keen to link letters and
    sounds into words and were gleeful about their sophistication when talking about ‘grotty
    graphemes’ as seen in the word ‘square’, for example.
  • Progress from Year 1 to 6 is good. Pupils’ attainment by the time they leave school has been
    inconsistent over time. This year, attainment in English is well above average and in
    mathematics it is above average. This is confirmed by unvalidated test results and pupils’ work in
    their books. Pupils’ progress dipped last year. The school identified the reasons for this and
    acted promptly to address weaknesses in teaching while acknowledging that latecomers to Key
    Stage 2 affected the school’s profile on progress.
  • Actions taken by the school to raise attainment have been firmly embedded across the school.
    This is reflected in the Early Years Foundation Stage, where attainment rose to average in 2012
    and 2013 and in Key Stage 1, where attainment rose to above average in 2012, and that has
    been maintained this year.
  • Over time, progress is good in mathematics and for more-able pupils. However, in some lessons
    this group do not reach the high standards they are capable of because they are not challenged
    enough and work in mathematics is not consistently set at the highest levels of attainment.
  • Writing is a strength of the school and pupils’ skills in reading are catching up quickly. Pupils
    relish writing extended stories and the presentation of their work is typically careful, easy to read
    and well planned. Skills in spelling and punctuation are taught at an early age and built on
    effectively so that pupils have very good literacy skills. Pupils enjoy reading and are fluent and
    expressive when reading aloud. Occasionally, lower-ability pupils are not fully confident at
    sounding out letters to achieve the correct pronunciation of a word.
  • The achievement of pupils provided for in the specially resourced base is good and sometimes
    outstanding. Pupils learn from a variety of experiences, particularly in mathematical and
    scientific enquiry, that are well matched to their abilities and interests. Photographic evidence,
    for example, shows a wealth of first-hand experiences in life processes and living things.
  • The achievement of disabled pupils and those with special educational needs is good. Their
    individual requirements are rapidly identified and acted upon through skilful support and good
    quality teaching.
  • Pupils known to be eligible for the pupil premium make good progress, similar to other pupils’.
    Pupils known to be eligible for free school meals reach standards that are above those of similar
    groups nationally and in line with all other pupils in the school in English and mathematics. This
    is because of good teaching and the school’s emphasis on treating each pupil as an individual.
The quality of teaching is good
  • The quality of teaching over time is good and sometimes outstanding. As a result, pupils make
    good progress. Teachers are knowledgeable about their subjects and enthuse pupils with a
    desire to learn.
  • In the best quality lessons, pupils persevere until they grasp the work set for them. They are
    taught to develop their independence, using the knowledge and skills they have acquired. In a
    Year 6 mathematics lesson, pupils worked industriously to identify patterns and sequences by
    testing and re-testing their hypotheses with only minimal guidance from their teacher when
    required. They learnt to meet the challenge, have confidence in their abilities and become self-
  • This is not evident in all lessons and consequently the needs of more-able pupils, particularly in
    mathematics, are not fully met.
  • Teachers and learning assistants know their pupils well so pupils feel valued and are able to
    learn effectively because their needs and abilities are recognised.
  • Pupils enjoy learning and have positive attitudes to their lessons. Occasionally opportunities are
    missed during the lesson to check whether any pupils do not fully understand what is required
    from them. This slows progress and causes some restlessness.
  • Reading, writing and number skills are taught well and are reflected in pupils’ attainment. This is
    not always as apparent in some of their work in other subjects, when those skills are not as
    carefully demonstrated.
  • Careful planning to provide the most memorable experiences are reflected in the activities, both
    indoors and out, in the Early Years Foundation Stage. Children relish opportunities to write, read
    and count, whether it is in the ‘Forest School’ or in the classrooms. They also learn, for instance,
    while role playing, playing with water and sand and recording observations with cameras.
  • The quality of marking is good overall but there is some variability. Generally, marking helps
    pupils to improve their work and teachers check to ensure that this happens. At times, however,
    misunderstandings and gaps in learning are not checked quickly enough to secure consistently
    good learning.
  • Pupils in the specially resourced base, those who are disabled and those with special educational
    needs are taught well and sensitively. They are effectively supported by skilled staff.
The behaviour and safety of pupils are good
  • Pupils say they feel safe and older pupils are proud to help look after younger pupils. Pupils say
    that ‘bullying just doesn’t happen here’ and they know whom to turn to if they have any
    concerns. School ‘buddies’ are pleased and proud of their responsibilities in organising sports,
    activities at playtimes and in recommending school improvements.
  • Pupils appreciate their numerous sporting successes and proudly point out the trophies and
    awards in the sports cabinet. They enjoy drama, singing and the many contributions they make
    to improve their community. As a part of actions to improve the environment in Denton and
    make it a landmark town, they have worked alongside a local business to develop designs to
    enhance an untidy concrete underpass.
  • Pupils are very conscious of what are right and wrong actions and have a highly developed
    sense of justice and equality. This is enhanced by the school’s religious character and the many
    opportunities available for them to pause, reflect and pray.
  • Pupils’ positive attitudes to learning help them to make progress. Some pupils said that there
    was some inattention in lessons when others did not understand what to do next, and help was
    too slow coming so they could not get on with their work; inspectors agreed with this view.
  • Children in the Early Years Foundation Stage play and learn happily because they are made to
    feel welcome and activities stimulate their curiosity for learning. For the most part, they are
    willing to share and take turns.
  • Pupils in the specially resourced base learn to manage their own behaviour as well as cooperate
    with others because of skilful management of behaviour by staff.
  • Attendance has improved to above average because of rigorous school actions, the cooperation
    of parents and pupils’ enjoyment of school life.
The leadership and management are good
  • The effective leadership of the headteacher and deputy headteacher leaves no one in any doubt
    about how important it is to prepare pupils well for their future lives. As a result, all staff share
    in a strong ambition for school improvement.
  • The governing body has been subject to many role changes in recent months but has managed
    these effectively. Leaders and governors have a good understanding of how well their school is
    doing and precisely identify what needs to be done to improve it to the next level.
  • Tackling weaknesses in teaching, improving pupils’ standards and their attendance all reflect the
    school’s commitment to equality of opportunity and its capacity to improve further. Teaching is
    rigorously monitored, challenged and supported. Performance management arrangements are
    sharply focused on pupils’ achievement and the quality of teaching. They are clearly linked to
    teachers’ pay and to professional training.
  • The rich curriculum is at the heart of the school. A comprehensive re-modelling of the science
    curriculum is already beginning to capture pupils’ enthusiasm and raise their standards. A strong
    focus on spelling, punctuation and grammar, as well as a promotion of lengthier writing, results
    in above-average standards that are continuing to rise. Other subjects are studied and pupils
    particularly enjoy humanities, sport, drama and music.
  • Pupils’ personal development and their academic skills are closely linked by leaders and help to
    support pupils’ strong spiritual, moral, social and cultural development.
  • The local authority provides effective support and challenge.
  • Parents’ views are largely very positive. The vast majority are happy with their child’s education
    and would recommend it to others. A very small number of parents have some concerns, for
    example, about behaviour, progress and the school’s response to concerns. Leaders are working
    with governors to improve some parents’ perceptions about the school.
  • The governance of the school:

Governors provide good support. They manage finances well and spend funds carefully and

astutely on improving pupils’ academic and personal development. The pupil premium funding
is allocated sensibly and effectively to improve pupils’ outcomes. The acting Chair and vice-
chair of the Governing Body have quickly got themselves up to speed in their roles and are
diligent in challenging school leaders. The governing body ensures that arrangements for

safeguarding meet statutory requirements.

What inspection judgements mean


Grade Judgement Description
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.

School details

Unique reference number 106255
Local authority Tameside
Inspection number 412387

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 227
Appropriate authority The governing body
Chair Rhodelle Burke-Percival
Headteacher Helen Hayes
Date of previous school inspection 11 June 2008
Telephone number 0161 3365308
Fax number 0161 3367939
Email address reveal email: h…


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