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St Margaret's CofE Junior School

St Margaret's CofE Junior School
Coppice Road
Whitnash
Leamington Spa
Warwickshire
CV312JF

01926 426216

Headteacher: Mr A M Jones

Website: www.st-margarets.warwickshire.sch.uk

School holidays for St Margaret's CofE Junior School via Warwickshire council

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353 pupils aged 7—10y mixed gender
360 pupils capacity: 98% full

190 boys 54%

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165 girls 47%

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Last updated: June 20, 2014


Primary — Voluntary Controlled School

URN
125667
Education phase
Primary
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
3157
OSGB coordinates
Easting: 432612, Northing: 263091
GPS coordinates
Latitude: 52.265, Longitude: -1.5236
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 30, 2013
Diocese
Diocese of Coventry
Region › Const. › Ward
West Midlands › Warwick and Leamington › Whitnash
Area
Urban > 10k - less sparse
Free school meals %
4.20

Rooms & flats to rent in Leamington Spa

Schools nearby

  1. 0.1 miles Briar Hill Infant School CV312JF (269 pupils)
  2. 0.1 miles St Joseph's Catholic Primary School CV312LJ (210 pupils)
  3. 0.5 miles Whitnash Primary School CV312EX (182 pupils)
  4. 0.7 miles Whitnash Nursery School CV312PW (81 pupils)
  5. 0.8 miles Campion School CV311QH
  6. 0.8 miles Campion School CV311QH (591 pupils)
  7. 1 mile Central Area Pupil Referral Unit CV312AR
  8. 1 mile Shrubland Street Community School CV312AR
  9. 1 mile Sydenham County Middle School CV311SA
  10. 1 mile St Patrick's Catholic Primary School CV313EU (202 pupils)
  11. 1 mile Sydenham Primary School CV311SA (249 pupils)
  12. 1 mile Shrubland Street Community Primary School CV312AR (189 pupils)
  13. 1.1 mile Cashmore Middle School CV313HB
  14. 1.1 mile Kingsway Community Primary School CV313HB (145 pupils)
  15. 1.2 mile Clapham Terrace Community Primary School and Nursery CV311HZ (214 pupils)
  16. 1.2 mile Sydenham First School CV311PA
  17. 1.3 mile Radford Semele CofE Primary School CV311TQ (201 pupils)
  18. 1.3 mile St Anthony's Catholic Primary School CV311NJ (225 pupils)
  19. 1.3 mile The Terrace School CV311LW
  20. 1.4 mile St John the Baptist First School CV313HW
  21. 1.6 mile Bishops Tachbrook CofE Primary School CV339RY (203 pupils)
  22. 1.7 mile St Peter's Catholic Primary School CV325EL (117 pupils)
  23. 1.8 mile Round Oak School and Support Service CV346DX (154 pupils)
  24. 1.9 mile St Paul's CofE Primary School, Leamington Spa CV324JZ (359 pupils)

List of schools in Leamington Spa

Ofsted report transcript

School report

St Margaret's CofE Junior School

Coppice Road, Whitnash, Leamington Spa, CV31 2JF

Inspection dates 30–31 January 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Outstanding 1
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

Achievement in English and mathematics is
Attainment in a wide range of other subjects
Teachers expect the best of pupils and use
Teachers give pupils many opportunities to
good and standards are above the national
average.
is good.
their knowledge of what they can already do
to plan next steps in learning so that they
learn well and often rapidly.
find things out for themselves. Through this,
pupils become very efficient at working on
their own.
Pupils are courteous, respectful to others and
The effective leadership team has helped the
Senior leaders and the governing body have
help create a calm environment. Pupils are safe
in school.
school to improve many important areas of its
work since the last inspection. This shows
capacity to improve further.
used their checking of teaching well to improve
its quality and maintain good academic
standards.
The way the work of teaching assistants is
organised by some leaders has led to
confusion about their roles.
There is still a small amount of teaching that
requires improvement where tasks are not set
at the right level or some learning is not
reviewed sufficiently at the ends of lessons.

Information about this inspection

  • All teachers were observed teaching. Of the 19 lessons seen, 10 were observed jointly with the
    headteacher or deputy headteacher. Pupils from Year 3 and Year 6 read their books to
    inspectors.
  • Inspectors looked at pupils’ work in lessons and sampled pupils’ work books.
  • Meetings were held with members of the governing body, a representative of the local authority,
    the headteacher, deputy headteacher, year heads and those staff with responsibilities. An
    inspector met a group of pupils and other inspectors held informal discussions with pupils.
  • The inspection team took account of 42 responses to the online questionnaire (Parent View).
  • Questionnaire responses from 23 members of staff were analysed.
  • A range of school documents was scrutinised, including policies for safeguarding, records of staff
    training, the school self-evaluation document and school improvement plans, results of the
    school’s monitoring of teaching, tracking of pupils’ progress and lesson planning.
  • Inspectors examined records of behaviour and attendance.

Inspection team

David Speakman, Lead inspector Additional Inspector
Michael Onyon Additional Inspector
Yvonne Watts Additional Inspector

Full report

Information about this school

  • St Margaret’s Junior School is larger than the average-sized junior school.
  • No alternative off-site provision is used by the school.
  • Most pupils are of White British heritage and a small minority speak English as an additional
    language. None is at the early stages of learning English.
  • The proportion of pupils known to be eligible for the pupil premium (additional funding for pupils
    known to be eligible for free school meals, children with a parent serving in the armed forces
    and those in local authority care) is below the national average.
  • An average proportion of pupils is supported through school action and the proportion of pupils
    supported at school action plus or with a statement of special educational needs is also close to
    the national average.
  • The school meets the current government floor standards, which set the minimum expectations
    for pupils’ attainment and progress.
  • There is a breakfast club and after-school care on site. These are run independently of the
    governing body and are subject to a separate inspection.
  • A new headteacher joined the school in September 2011. There are three newly qualified
    teachers.

What does the school need to do to improve further?

  • Improve the proportion of outstanding teaching, making sure that:
    all tasks are set at the right level for pupils
    learning is reviewed sufficiently at the end of all lessons.
  • Clarify the roles of teaching assistants and how they are managed.

Inspection judgements

The achievement of pupils is good
  • Pupils’ achievement across the school is good and has improved since the last inspection. Above
    average standards have been maintained in reading, writing and mathematics so that by Year 6
    pupils are working at levels higher than those expected for their age.
  • Pupils read fluently and with understanding. They have good skills to read unfamiliar words and
    are mostly accurate. They enjoy reading and often read for pleasure. Good reading skills help
    learning in other subjects such as history, geography and science.
  • Writing is of a high quality and is very interesting to read. Older pupils write at length and
    develop story lines very well. They use expressive words when describing a character. Sentences
    such as, ‘Indeed, the crest crowning the top of its hideous cockerel-like head signalled its
    enduring reign over man and all other creatures’ paints a vivid picture of a character from Greek
    mythology. Pupils are skilled at drafting and refining their work so that their finished pieces of
    work are of the best standard possible for their ability.
  • Pupils have good learning skills in mathematics, which help them explore and investigate a range
    of mathematical problems and find things out for themselves. They use their good knowledge of
    number and skills in problem solving very well. A Year 6 group of pupils who find mathematics
    more challenging, made excellent progress in estimating capacity and their knowledge of
    decimals to convert from millilitres to litres very accurately.
  • Standards are above those nationally expected for this age in a range of other subjects.
    Throughout the school, high quality art can be seen on display, showing pupils’ imagination and
    creativity. Their singing is excellent, as heard in assemblies where they sing songs of praise with
    impressive expression. Work in history and geography is of a high quality and is very effectively
    supported by pupils’ good writing and presentation skills. Pupils have good scientific
    investigation skills and confidently set up tests to prove or disprove their initial ideas. They use
    computer expertise to help edit writing in order to improve its quality.
  • Taking account of their different starting points, all groups of pupils make good progress. The
    school monitors progress effectively, quickly identifying any pupil who is falling behind and
    providing support quickly. School data show that nearly all pupils make at least the expected
    amount of progress from year to year in English and mathematics with a good number making
    more.
  • Disabled pupils and those who have special educational needs, including with a statement of
    special needs, make good progress. All make at least the nationally expected progress and the
    large majority make better. Adults are aware of each pupil’s specific needs and provide well-
    focused support. Those pupils who are vulnerable receive effective personal support which
    prepares them well for learning.
  • The school is effectively closing the gap in attainment between pupils known to be eligible for
    free school meals and others. Pupils eligible for the pupil premium make good progress through
    the support of teaching staff and teaching assistants, who provide small-group and one-to-one
    support and counselling. Some of these pupils receive funding to enable them to join in activities
    where extra costs would create difficulty.
The quality of teaching is good
  • Lesson observations, records of pupils’ progress and the schools’ checks on teaching show that
    teaching has improved. The significant increase in the amount of good and outstanding teaching
    is a result of teachers using what they already know about pupils to plan demanding tasks for
    them. They expect the best from pupils and give them time to find things out for themselves.
  • Teachers plan many exciting chances for pupils to investigate and explore interesting tasks. As a
    result, pupils try hard to succeed and make improvements in their work. Expert guidance and
    exceptionally well-planned questioning helps pupils to learn for themselves and to think things
    out. A strong feature common to all lessons seen was the high degree to which teachers
    expected pupils to work on their own and not to rely on adults for answers to their questions.
  • Teaching of communication, reading, writing and mathematics is good and, during the
    inspection, was often outstanding. Pupils develop these skills in different subjects. Pupils wrote
    vivid character descriptions of Greek mythological creatures in history. They used their
    mathematical skills well in scientific investigation to explore temperature zones.
  • Marking of pupils’ work is thorough and detailed. All pupils have clear targets and teachers let
    them know how well they are achieving them. Comments reflect what pupils have done well and
    identify any areas that could be improved. There is evidence in pupils’ books that they respond
    to this advice, and sometimes add their own comments.
  • There is a small amount of teaching that requires improvement. Very occasionally, tasks are not
    set at the right level for pupils. On other occasions some important learning is not reviewed at
    the ends of lessons, so pupils are not fully aware of how well they have done.
  • Teaching for disabled pupils and those who have special educational needs, and for those known
    to be eligible for the pupil premium, is effective. In mathematics pupils are grouped, based on
    their success in previous learning. Teaching assistants offer good support for learning by giving
    focused help and by breaking tasks down into small achievable steps well matched to pupils’
    needs.
The behaviour and safety of pupils are outstanding
  • Pupils’ outstanding behaviour makes a significant contribution to their learning and personal
    development. Pupils always pay close attention to the teacher in lessons, follow instructions and
    listen carefully and thoughtfully to others’ views. They show great initiative in helping move their
    own learning on and have acquired an excellent ability to work on their own. It is common that
    pupils challenge themselves to make quicker progress.
  • Pupils respond extremely well to the management of their behaviour and maintain high levels of
    self-control, remain focused on learning and do not waste any time. Behaviour in assemblies, at
    lunchtime and break times and when they move from one class to another is outstanding. Pupils
    say ‘behaviour is great’ and refer to ‘how sensible people are’. They are safe in school.
  • Most parents agree that behaviour is excellent and say their children are safe and happy at
    school. This is reflected in the above-average attendance over recent years.
  • Bullying is very rare and pupils say that it is dealt with effectively should it occur. Pupils have a
    very good understanding of the different types of bullying and know how to avoid them. There
    are very few recorded incidents of poor behaviour and there have been no exclusions.
  • Pupils are able to reflect on important issues, engage in team building, show initiative and
    develop a sense of right and wrong. This fosters their spiritual, moral, social and cultural
    understanding well. They benefit from a wide range of activities to enrich learning, such as
    outdoor and adventurous activities, working towards achieving the Arts Mark Gold Award, taking
    on responsibility within school and for their own learning and the study of a wide range of
    modern and ancient cultures.
The leadership and management are good
  • The headteacher, the deputy head teacher and the senior leadership team have effectively
    driven improvement, moving all aspects of the school’s work to at least good. They work closely
    with the four year leaders. Together they have inspired a strong commitment for school
    improvement amongst all staff. However, there is some duplication in the management of
    teaching assistants and this can sometimes be confusing for them in carrying out their roles.
  • Effective arrangements for checking teachers’ work have led to improvement. Leaders visit
    classrooms regularly, look at teachers’ planning and check pupils’ work to make sure they are
    making good progress. Class teachers are regularly held accountable for pupils’ progress. Any
    shortcomings are included as priorities for improvement and senior leaders provide good
    opportunities for training.
  • The school’s evaluation of teaching is closely linked to the allocation of responsibility and
    salaries. Clear targets for teachers are set which relate to the ’Teachers’ Standards’. Newly
    qualified teachers receive well-organised and effective support in their first year of teaching.
  • Through robust checks, leaders have an accurate view of the school’s strengths and areas that
    need attention. They clearly identify the main areas for improvement and set out how each
    priority will be achieved and by when.
  • The way subjects are taught offers good learning experiences for pupils of all abilities, including
    disabled pupils and those who have special educational needs. Equality of opportunity is
    promoted well and reflected in the narrowing of the gap in the progress of different groups.
    Funding for the pupil premium is wisely spent on individual and small-group support for eligible
    pupils and makes sure they are able to take part in all school activities where cost could create
    difficulty. Discrimination of any kind is not tolerated.
  • The local authority has a realistic view of the school and is providing useful advice and support,
    especially in evaluating the school’s work in setting clear areas for further development.
  • The governance of the school:
    Members of the governing body are regular visitors to the school. Individual governors have
    active links with staff focused on key areas for improvement, as well as subject and
    management links. Governors have a clear, objective view of the school’s work and how it
    compares to other schools through their understanding of performance information. As a
    result they know about the quality of teaching and its impact on pupils’ learning and
    progress. They use this to ask searching questions of senior leaders in guiding school
    improvement and in overseeing clear targets for managing the performance of the
    headteacher and staff. They make sure statutory requirements are met, particularly for
    safeguarding, where vetting procedures for staff and visitors are thorough and all training,
    including their own, is up to date. They make careful financial decisions, seeing that the pupil
    premium is used well in supporting eligible pupils and knowing what difference it makes.
    They also make sure that teachers’ pay is linked to their performance.

What inspection judgements mean

School

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
improvement
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 125667
Local authority Warwickshire
Inspection number 402346

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Junior
School category Voluntary controlled
Age range of pupils 7–11
Gender of pupils Mixed
Number of pupils on the school roll 354
Appropriate authority The governing body
Chair Kevin Williams
Headteacher Barbara Williams-Cooke
Date of previous school inspection 7 July 2010
Telephone number 01926 426216
Fax number 01926 450649
Email address admin3157@welearn365.com

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