School etc

St Margaret Mary's RC Primary School Manchester

St Margaret Mary's RC Primary School Manchester
St Margaret's Road
New Moston
Manchester
M400JE

0161 6811504

Executive Headteacher: Mrs Margaret Cunningham

School holidays for St Margaret Mary's RC Primary School Manchester via Manchester council

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350 pupils aged 3—10y mixed gender
315 pupils capacity: 111% full

180 boys 51%

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170 girls 49%

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Last updated: June 18, 2014


Primary — Voluntary Aided School

URN
105533
Education phase
Primary
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
3455
OSGB coordinates
Easting: 388721, Northing: 403348
GPS coordinates
Latitude: 53.527, Longitude: -2.1716
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Feb. 5, 2013
Diocese
Diocese of Salford
Region › Const. › Ward
North West › Blackley and Broughton › Charlestown
Area
Urban > 10k - less sparse
Free school meals %
18.90

Rooms & flats to rent in Manchester

Schools nearby

  1. 0.5 miles Whitegate End Primary and Nursery School OL98EB (253 pupils)
  2. 0.5 miles South Chadderton School OL98EA
  3. 0.5 miles Collective Spirit Free School OL98EA (42 pupils)
  4. 0.6 miles New Moston Primary School M403QJ (502 pupils)
  5. 0.6 miles New Moston Infant School M403QJ
  6. 0.6 miles St Matthew's RC High School M400EW (1106 pupils)
  7. 0.7 miles Charlestown Community Primary School M97BX (350 pupils)
  8. 0.7 miles St Mary's CofE Primary School Moston M400DF (227 pupils)
  9. 0.7 miles North Manchester High School for Boys M97FS
  10. 0.7 miles Manchester Creative and Media Academy M97SS (622 pupils)
  11. 0.7 miles Manchester Creative and Media Academy for Boys M97SS (414 pupils)
  12. 0.8 miles Alkrington Moss Primary School M241PN
  13. 0.8 miles Yew Tree Community School OL98LD (491 pupils)
  14. 0.9 miles North Manchester High School for Girls M409QJ
  15. 0.9 miles Yew Tree Junior School OL98LD
  16. 0.9 miles Yew Tree Infant School OL98LD
  17. 0.9 miles Gorse Bank Community Special School OL99QR
  18. 0.9 miles Foxdenton Community Special School OL99QR
  19. 0.9 miles The Kingfisher Community Special School OL99QR (140 pupils)
  20. 1 mile Moston Fields Primary School M409GN (331 pupils)
  21. 1 mile St John Bosco RC Primary School M97AT (232 pupils)
  22. 1 mile St Thomas More Roman Catholic Primary School, Middleton, Rochdale M241PY (334 pupils)
  23. 1.1 mile Crosslee Community Primary School M96TG (316 pupils)
  24. 1.1 mile St Michael's Church of England Primary School, Alkrington M241GD (209 pupils)

List of schools in Manchester


St Margaret Mary's RC Primary School

Manchester

Inspection report

Unique Reference Number 105533
Local Authority Manchester
Inspect ion number 360975
Inspect ion dates 16–17 November 2010
Report ing inspector Pat Kime HMI

This inspection was carried out under section 8 of the Education Act 2005 which gives Her Majesty's Chief
Inspector of Education, Children's Services and Skills (HMCI) the authority to cause any school to be
inspected. The inspection was also deemed a section 5 inspection under the same Act.

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 305
Appropriate author ity The governing body
Chair Mr Kevin Hogan
Headteacher Mrs Margaret Cunningham
Date of prev ious school inspection 6 May 2009
School address St Margaret's Road
New Moston
Manchester M40 0JE
Telephone number 0161 681 1504
Fax number 0161 683 4895
Email address head@st-willibrords.manchester.sch.uk
Age group 3–11
Inspect ion dates 16–17 November 2010
Inspect ion number 360975

Introduction

When the school was inspected in 2009, it was judged to require special measures. Since
then inspectors have visited the school each term to check on its progress in tackling its
weaknesses.
This inspection was carried out at no notice by one of Her Majesty's Inspectors and one
additional inspector. The inspectors visited 11 lessons, and held meetings with the chair of
the Interim Executive Board, staff, pupils and a representative of the local authority. They
observed the school's work, and looked at a wide range of documentation provided by the
school, including records of pupils' progress and the school's improvement plan.
The inspection team reviewed many aspects of the school's work. It looked in detail at the
following:

  • The extent to which the school has the capacity to drive its own improvement.
  • Whether the improvement in attainment, seen at the end of Key Stage 2 in 2010, is
    being sustained.
  • Pupils' attainment in writing.
  • Whether the issues for improvement raised at the last section 5 inspection have
    been resolved.

Information about the school

St Margaret Mary's is larger than the average-sized primary school. The proportion of
pupils known to be eligible for free school meals is broadly average as is the proportion
with special educational needs and/or disabilities. Around 17% of the pupils are from
minority ethnic backgrounds. For about half of these pupils English is an additional
language but very few are at an early stage of learning English. There are 87 children in
the Early Years Foundation Stage (Nursery and Reception). From September, these
children have been taught in a self-contained unit created from their previous separate
classrooms.
Responsibility for governance of the school remains with the Interim Executive Board with
which the local authority replaced the governing body in October 2009. The part-time
executive headteacher continues to lead the school. This arrangement is in place until the
end of the current school year. Three new teachers, including a deputy headteacher,
joined the school this academic year.

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

In accordance with section 13 (4) of the Education Act 2005, Her Majesty's Chief Inspector
is of the opinion that the school no longer requires special measures.
The school has improved a great deal in the last year. All the issues for improvement from

the 2009 inspection have been dealt with, most of them well. The executive headteacher

has driven the improvement, with the support of the Interim Executive Board and local
authority staff. She has maintained a relentless focus on improving teaching, raising
expectations of what pupils can achieve, and keeping a close watch on pupils' progress.
Staff have worked hard to meet these high expectations.
The impact of everyone's efforts is seen in the dramatic improvement in pupils' attainment
in 2010. Last year's leavers attained above-average standards in English and mathematics,
after three years of below-average attainment at the end of Key Stage 2. The
improvement in attainment in Year 2 last year was even greater. Here standards lifted
from well below average to broadly average. However, all through the school, attainment
in writing lags behind that achieved in reading and mathematics. Pupils' work in lessons
and in their books shows that most pupils are working at least at a broadly average
standard. This represents good progress because they have had to overcome a legacy of
previous underachievement. Pupils' good achievement is the result of teaching that is
predominantly good and good additional support for pupils at risk of underachievement.
Pupils learn most successfully in the lessons which move along at a good pace; where
expectations are high; where they have good opportunities to assess their own learning;
and where there is a good variety of activities, including judicious use of information and
communication technology (ICT). Learning is slower when teachers talk at length, leaving
pupils with insufficient time to put what they have been taught into practice and work
independently.
The school has understandably focused its efforts, successfully, on raising attainment in
the key skills of literacy and numeracy. The curriculum has not been a priority and it
remains satisfactory. It covers all that is required but is not yet tailored to pupils' interests
and the school's individual context.
Spiritual, social and moral development are good. Pupils are well-behaved and they have
good relationships with each other and the staff. These strengths contribute to the
school's orderly and caring atmosphere and the high degree of racial harmony. Pupils are
well-cared for and supported at school. They have a good understanding of how to keep
themselves healthy and safe. Pupils' cultural development is satisfactory.
The school's capacity to improve is satisfactory. Senior staff have a good grasp of the
school's current position and where improvement is still needed and the development for
the current year is sound. However, to date, the school has relied on considerable external

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

support to make the necessary changes. The local authority replaced the school's
governing body with an Interim Executive Board which is still in place, though there is a
sound plan for transfer of responsibilities from this board to a new governing body for the
school. It is essential that this happens as soon as possible. The executive headt eacher
has been at the school since October 2009 on a series of short-term arrangements. Her
position is now secure for a full school year but greater stability of leadership is needed for
longer-term development planning. The recent appointment of a deputy headteacher is a
positive step to strengthen the senior team but, in the main, capacity at middle leadership
level requires development.

What does the school need to do to improve further?

  • Strengthen the school's capacity to drive its own improvement by:
    establishing a governing body to take over from the Interim Executive Board by
    September 2011
    securing arrangements for the long-term headship of the school
    developing the skills of middle leaders to contribute to school improvement.
  • Further improve the quality of teaching so that all is at least good by:
    ensuring that explanations and instructions are clear and concise and that pupils
    spend the bulk of lesson time actively involved in productive work
    providing more opportunities for pupils to develop the skills of independent
    learning
    ensuring that all pupils have sufficient opportunities to evaluate their own
    progress and benefit from clear guidance about the next steps for their learning
    making more use of ICT to enhance learning.
  • Raise attainment in writing all through the school by:
    providing a wider range of contexts and purposes for pupils' writing in English
    and across the curriculum
    ensuring that pupils' individual targets and the writing tasks set are pitched to be
    appropriately challenging for all pupils.
  • 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.
Outcomes for individuals and groups of pupils 2

Attainment has improved greatly in Key Stages 1 and 2 and the gap between girls and
boys has been largely eradicated by the end of Key Stage 2. In English and mathematics,
most pupils are working at least at the standard expected for their age and a good
number exceed this. Given how far pupils had fallen behind in the past, these standards
represent good achievement. Nonetheless, right from the start of Year 1 through to Year
6, writing is not as good as reading and mathematics. In well-taught lessons, which the
majority of those observed were, pupils were industrious. They made good gains in their
learning and were pleased with their achievements. For example, in Year 1, a lesson

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

based on a familiar story, enabled pupils to make good progress in using descriptive
language. In Year 6, pupils showed a good understanding of the characters in the novel
they are studying. They described how one of them might be feeling at a key point in the
story and justified their descriptions by reference to the text. The teacher pushed their
understanding on when she asked them to consider the same scene from the perspective
of a contrasting character. In mathematics in Year 1, the pace of learning was brisk and
many pupils were already tackling demanding work, adding up coins to make 10p and
counting money in 10s.
Pupils normally start Key Stage 1 with broadly average attainment and staff are
determined they will, as a minimum, reach the level expected for their age and there is a
very good range of additional support to help those who find it hard to keep up or who
have particular learning difficulties. Consequently, there are no significant differences in
achievement between groups of pupils. Those with special educational needs and/or
disabilities progress as well as their classmates and the more-able are exceeding age-
related expectations.
Pupils' good attitudes to learning and good behaviour support their learning well. Pupils
have a good understanding of the choices involved in a healthy lifestyle and they know
how to keep themselves safe in and out of school. The attendance rate has improved and
was broadly average last year.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
3
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
2
The extent to which pupils feel safe 2
Pupils' behaviour 2
The extent to which pupils adopt healthy lifesty les 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

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

How effective is the provision?

The pupils' good progress shows that they benefit from good teaching. In the lessons
observed, the quality of teaching varied from outstanding to satisfactory but was mostly
good. Typically, teachers have good relationships with pupils; they have clear obj ectives
for learning in each lesson and make pupils aware of these; they deploy support staff
effectively and manage their classes well. The potential of ICT to aid learning is seldom
utilised effectively. Pupils' work is marked regularly but short-term targets set are not
always precise enough to focus pupils' efforts.
The most effective lessons were characterised by:
- high expectations with good challenge for pupils at all ability levels
- very skilled questioning that helps pupils to think through their ideas and involves them
in evaluating their own learning
- a good variety of activities to consolidate new learning
- careful assessment of what pupils are learning during the lesson
- purposeful, well-focused discussion among pupils
When teaching was no better than satisfactory its effectiveness was reduced mainly
because teachers talked for too long, yet did not provide clear explanations and
instructions. Consequently, pupils' attention slipped, they were not all sure what to do,
and they had too little time to practice what they had been taught. At times, expectations
were not ambitious enough to accelerate pupils' progress and work was not tailored to
match the range of pupils' abilities.
The curriculum covers all that is required, with the emphasis on developing literacy and
numeracy skills, and personal and social education. It is enriched with some visits and
visitors. After-school clubs, including drama, ICT and sports, have recently been
introduced. Some adjustments have been made to match the curriculum to the needs of
boys and of pupils with special educational needs and/or disabilities. In general, however,
the curriculum is not customised to make it relevant for pupils and there are limited
opportunities for pupils to use and develop their literacy and numeracy skills across the
curriculum.
Standards of day-to-day care are good, with safe routines established well. Staff know the
pupils well and take appropriate steps to overcome any barriers they may face to learning
or full participation in school life. The arrangements for transition through school and on
to secondary education are good.

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

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
2
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 executive headteacher continues to provide outstanding leadership and she is
supported well by the Interim Executive Board. She has been the driving force behind the
school's improvement over the last year. She taken robust steps to improve the quality of
teaching and has created a culture in which staff are supported but also held to account
for the progress pupils make in their classes. Targets for pupils' attainment and rates of
progress are now challenging but achievable, though, for some, more could be expected
in writing. Much improved systems have been introduced to keep close track of how well
pupils are doing. However, these improvements have been dependent on temporary
arrangements to support the school. The capacity of the school's own staff to take on the
improvement agenda is satisfactory. The deputy headteacher has established himself
quickly. He has grasped the school's position and is backing the executive headteacher
well. The roles of other staff with leadership responsibilities have developed considerably
and these staff are keen to contribute to the improvement agenda. At present, however,
not all staff at this middle leadership level have the skills or school-wide view needed to do
so fully effectively.
The Interim Executive Board fulfils the responsibilities of governance well, drawing on its
members' relevant expertise. It has worked with the local authority to plan for transition to
a governing body. It is mindful of the need to provide for stability and stronger
development planning, by securing longer-term arrangements for the headship. The
Interim Executive Board ensures that statutory requirements are met, for example, in
relation to safeguarding pupils which is attended to well. Community cohesion is promoted
soundly through the school's ethos and its links with the local community and developing
global links. The school itself is a socially and racially harmonious community in which
everyone is valued.
Parents and carers feel welcome in the school and have become more involved in its life
and work. For example, in the Early Years Foundation Stage, many parents and carers
work alongside their children at the start of the school day. Homework diaries have been
introduced to help parents and carers to support their children's learning. However, there
are no formal arrangements to enable parents and carers to contribute to decision
making.
The school promotes equality of opportunity well. Through its Catholic ethos it teaches the
importance of valuing every individual. There is ambition for pupils and good support is
provided to enable all to achieve. Furthermore, there is much unobtrusive support for
vulnerable pupils and families who may be facing difficulties.

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

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
improvement
2
Taking into account:
The leadership and management of teaching and learning
2
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
2
The effectiveness of the school's engagement with parents and carers 3
The effectiveness of partnerships in promoting learning and well-be ing 3
The effectiveness with which the school promotes equality of opportunity and tackles
discrimination
2
The effectiveness of safeguarding procedures 2
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

The Early Years Foundation Stage unit provides a good education and good standards of
care in a rich and welcoming environment. When children join the Nursery, they can
usually do what is typical for their age, though this year's intake is an exception with
attainment that is lower than average. Children make good progress overall in the Early
Years Foundation Stage and, by the end of Reception, attainment is above average in
most aspects of their learning. They do particularly well in their personal and social
development, and their early reading and mathematical skills. Their early writing skills and
physical skills are below average. Provision for writing has improved this year with more
frequent direct teaching and more opportunities for writing built into play settings, like the
hospital and the construction site.
The children greatly enjoy learning from the wide range of appealing, often imaginative,
activities indoors and out. These are planned very carefully so they all promote effective
learning and offer a good balance of children's choice and adult direction. The children
develop independence and good concentration and they have good attitudes. Staff check
children's progress carefully in all areas of learning.
The Early Years Foundation Stage leader has managed the transition from separate
classes to a single unit very well and the unit is operating efficiently. She sets high
expectations and maintains a very good overview of the provision and the quality of
teaching. Staff are deployed to best effect. They know exactly what is expected of them at
all times and they have time to join children's play in ways that enrich learning.

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

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early 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

The parents to whom the inspectors spoke were almost all happy with their children's
progress and thought the school has improved recently.

Responses from parents and carers to Ofsted's questionnaire

Parental questionnaires are not normally distributed for inspections conducted under
section 8 of the Education Act 2005, unless inspectors have specific reasons to request
that the school does so.

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 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

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 2009 to 31 March 2010 and are the most
recently published data available (see www.ofsted.gov.uk). Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 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. Secondary school figures in clude those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection
judgements.

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.

18 November 2010
Dear Pupils

Inspection of St Margaret Mary's RC Primary School, Manchester, M40 0JE

Thank you for welcoming Mr Byrne and me when we inspected your school recently. I am
writing on behalf of us both. We enjoyed our time at St Margaret Mary's and we learned a
lot about how well you are doing at school from talking to you and observing your lessons.
This letter is to report our judgements to you.
You will know that the school has been in 'special measures' and has been getting extra
help to improve your education. I am delighted to tell you that it has improved so much in
the last year that it is now satisfactory and no longer needs special measures.
You are taught well in most lessons and you are now making good progress in your
learning all through the school, though you could still do better in writing. The adults take
good care of you, helping you to grow up well. We were pleased to see how well you all
get along together, how much you know about healthy lifestyles, and all you do to help at
school and in your local community. Your behaviour is good and that helps lessons run
smoothly.

Mrs Cunningham has played a very important part in your school's improvement. I know

that you, too, have all risen to the challenge. You might not know much about the Interim
Executive Board and the local authority but they have also helped the school a lot. It is
now time for the school to carry on improving without extra help. We have agreed that it
needs to have its own governing body and a headteacher who can lead it for the next few
years. We have also asked the school to make sure that all the teaching is at least good. I
am sure that you will have good ideas to help the school keep on getting better and you
will be able to suggest them through the school council.
We wish you all well for the future and hope that you continue to enjoy your learning at St
Margaret Mary's.
Yours sincerely

Pat Kime
Her Majesty's Inspector

.

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