St Patrick's Catholic Primary School
phone: 0121 6750767
headteacher: Mrs M O'friel
210 pupils capacity: 95% full
95 boys 47%
105 girls 53%
Last updated: July 30, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 404740, Northing: 287595
- GPS coordinates
- Latitude: 52.486, Longitude: -1.9316
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 5, 2014
- Archdiocese of Birmingham
- Region › Const. › Ward
- West Midlands › Birmingham, Ladywood › Ladywood
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles Barford Primary School B160EF (468 pupils)
- 0.3 miles City Hospital Teaching Unit B187QH
- 0.4 miles Summerfield Junior and Infant School B184AH (390 pupils)
- 0.4 miles St Edmund's Catholic Primary School B187PA (225 pupils)
- 0.4 miles Ladywood School B160QT
- 0.5 miles City Road Primary School B160HL
- 0.5 miles Future First Independent School B187RL (44 pupils)
- 0.5 miles City Road Primary School B160HL (490 pupils)
- 0.6 miles Brookfields Primary School B186PU (331 pupils)
- 0.6 miles The Oratory Roman Catholic Primary School B169ER (231 pupils)
- 0.7 miles Nelson Junior and Infant School B12PJ (264 pupils)
- 0.7 miles Foundry Primary School B184LP
- 0.7 miles St John's Ladywood Church of England Primary School B168RN
- 0.7 miles Handsworth New Road School B184PQ
- 0.7 miles St John's and St Peter's CofE Academy B168RN (183 pupils)
- 0.7 miles Oasis Academy Foundry B184LP (225 pupils)
- 0.7 miles Perry Beeches IV - The Free School B13AA
- 0.8 miles Benson Community School B185TD (488 pupils)
- 0.8 miles St Paul's School for Girls B169SL (958 pupils)
- 0.8 miles Childrens' Hospital School B168ET
- 0.8 miles Greenspring Training B218JA
- 0.9 miles St George's Church of England Primary School B168HY
- 0.9 miles Values Academy B185AQ (16 pupils)
- 0.9 miles St George's Church of England Primary School B168HY (201 pupils)
St Patrick's Catholic Primary
Dudley Road, Winson Green, Birmingham, B18 7QW
|Inspection dates||5–6 June 2014|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|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
| Children in the Early Years Foundation Stage |
Pupils have made consistently good progress
From a low point three years ago, standards
Gaps in achievement between pupils eligible
Pupils’ behaviour is good, both in lessons and
get off to a strong start and make good
in writing since the previous inspection.
Progress is good in reading and improving in
in Key Stage 1 have shown a marked
improvement and now match national
for the pupil premium and other pupils have
considerably narrowed and many have
around the school. They feel safe in school
and their ability to work together in pairs and
groups is excellent.
| Teachers have high expectations. Teaching is |
The headteacher has had a significant impact
The governing body’s understanding of the
nearly always good and some is outstanding.
There are strong and positive relationships
between teachers and pupils.
on the quality of teaching in the school. All
staff share her high expectations and this is
driving up the achievement of pupils in this
day-to-day work of the school has improved
since the previous inspection. They set
challenging targets for school leaders and work
very effectively as a team in support of the
| Standards at the end of Key Stage 2 are often |
below average, particularly in mathematics.
Teaching is not as consistently good in
mathematics in Key Stage 2 as it is in literacy.
| While the rate of temporary exclusions has |
declined it is still above the national average.
Information about this inspection
- Inspectors observed 10 lessons, four of which were jointly observed with the executive
headteacher and one with the head of school. In addition, the inspection team looked at pupils’
work in their books and listened to younger pupils read.
- Inspectors held meetings with groups of pupils, senior leaders, members of the governing body,
school advisers and a representative of the local authority.
- Although there were insufficient responses to the online questionnaire Parent View to produce a
reliable overall picture of parents’ views of the school, inspectors considered the 41 responses by
parents to a recent questionnaire from the school. Inspectors also considered the 19 responses
to a staff questionnaire.
- The inspection team examined: the school’s own information on pupils’ recent and current
progress; the school’s evaluation of how well it is doing and its records of the monitoring of the
quality of teaching; records relating to behaviour and attendance; and documents relating to
|Richard Boswell, Lead inspector||Additional Inspector|
|Dean Pomeroy||Additional Inspector|
Information about this school
- St Patrick’s is smaller than the average-sized primary school.
- The very large majority of pupils come from minority ethnic backgrounds. The percentage of
pupils for whom English is an additional language is above average.
- The percentage of pupils who are supported through the pupil premium, which provides
additional funding for pupils in local authority care and those known to be eligible for free school
meals, is above average.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is broadly average. The proportion supported at school action plus or with
a statement of special educational needs is also broadly average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school is in a federation with a partner school, St Edmund’s Catholic Primary School. They
share an executive headteacher and have the same governing body.
What does the school need to do to improve further?
- Improve teaching and thereby achievement in mathematics in Key Stage 2 by making sure all
teachers have the highest possible expectations of pupils, plan lessons that are appropriately
challenging and ensure pupils work to the very best of their ability.
- Ensure school leaders develop a better system of sanctions so that teachers are able to deal with
any instances of unacceptable behaviour quickly and the use of temporary exclusion is reduced.
|The achievement of pupils||is good|
- Children make good progress in Reception, usually starting school with skills and understanding
that are well below those typical for their age. They go on to achieve standards at the end of
Key Stage 1 in reading writing and mathematics that are at least in line with those found
nationally. Pupils currently in Key Stage 1 are developing a good understanding of letters and
the sounds they make (phonics).
- Overall, pupils make good progress as a result of their positive attitudes to their learning and the
quality of teaching. This includes pupils for whom English is an additional language and those at
an early stage of learning English. In their writing, year on year, the proportion making expected
progress is above that found nationally. The school’s highly accurate records of the progress
pupils make show that many currently in the school, including in Year 6, are making good
progress in both reading and writing. While progress in mathematics also shows strong signs of
improvement lower down the school, older pupils are still making up for some gaps in their
understanding of basic arithmetic.
- Standards at the end of Key Stage 2 have, in the last three years, improved significantly since
the last inspection. Standards in reading, writing and mathematics in Key Stage 2, which have
frequently been below national averages over time as a result of a legacy of weaker teaching in
the past, are rising now that this has been eradicated.
- The school has demonstrated the capacity to promote rapid progress in reading and writing,
particularly for the most-able pupils, who were identified as a high priority group in the previous
inspection. These pupils are now making better progress in Key Stage 2 than that found
nationally. The proportion of more-able pupils in Key Stage 1 who are achieving the higher levels
in mathematics, reading and writing, is at least in line with the national average.
- The school is effective in preventing discrimination and in tackling any barriers to pupils’
achievement. For example, the gap in the attainment of those pupils who are supported by
additional pupil premium funding and others in the school has narrowed in mathematics from 24
months in 2012 to two months in 2013. In writing it has been reduced from 16 months to one
month. In reading, this group of pupils continued to be ahead of others in both 2012 and 2013.
This is as a result of well-targeted support for eligible pupils, either on a one-to-one basis or in
- The school’s commitment to equal opportunities is demonstrated by how very well disabled
pupils and those who have special educational needs are supported throughout their time in the
school. Identification of individual needs is swift, and additional expertise and support are
arranged as required. These pupils make good progress in reading, writing and mathematics.
|The quality of teaching||is good|
- Improvements in the quality of teaching have led to improved standards and progress in English
and mathematics since the previous inspection. All teaching is now almost always good or
- Teachers have high expectations and know their pupils very well, pinpointing their current
standards in reading, writing or mathematics with great accuracy. They communicate this
information very clearly to pupils, who know exactly what they have to do to make progress and
move up to the next level. Strong relationships lead to confident learners and teachers promote
the pupils’ social, moral and spiritual development very effectively in all subjects.
- A particularly strong feature of teaching in this school is the effective use of technology.
Teachers use technology to demonstrate the strengths and weaknesses of individual pieces of
pupils’ work and thereby to help pupils better understand the key concepts and processes they
are studying. Pupils share their mistakes as well as their successes in the process of finding out
‘how to do it right’.
- Pupils enjoy their lessons and spoke with enthusiasm about the topics through which they
improve their literacy and numeracy skills. For example, pupils in Year 5 proudly displayed the
pottery they had made as part of their work on Ancient Greece. The teacher had divided the
class into Athenians and Spartans and they enthusiastically debated the merits of each state.
Scrutiny of their books showed extended writing of a high quality on the same topic. The same
level of imaginative strategies and thorough planning is not always evident in all classes in
- In the Reception Year the quality of teaching, including the teaching of phonics, is good.
Children make rapid progress because activities are stimulating and hold their interest. Work in
their learning journals as well as that observed during the inspection showed pupils steadily
developing their writing skills.
- Teachers ensure that all groups of pupils, including disabled pupils and pupils who have special
educational needs, make appropriate progress. All teachers are aware of pupils who are
supported by additional funding and pupils for whom English is not their first language. They
make sure in their planning that additional assistance is given when required so that there are
no barriers to the learning of any pupils. The school’s support staff are well trained and well
deployed in offering this assistance.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is generally good. The overwhelming majority respond positively to the
enjoyable and demanding activities that ensure they are able to work together and think for
- Pupils consistently demonstrate that they are proud of their school and respect staff and each
other. This is also clear in the pride pupils have in the appearance of their uniform and the neat
presentation of work in their books. Both pupils and parents commented to inspectors how
caring and friendly they find the school. Pupils feel they are listened to and like being given
responsibilities, such as being voted by their peers to be on the school council or being chosen
as school prefects.
- The school’s work to keep pupils safe and secure is good and it actively promotes their physical
well-being. They enjoy the wide variety of sports at school and are aware of the importance of
diet and exercise. Gymnastics is a particular strength and staff have become confident when
working with various apparatus under the guidance of an Olympic gymnast. The school has used
its primary school sports funding to develop this activity well. Pupils are also aware of the need
to stay safe and spoke knowledgeably to inspectors about aspects of ‘e-safety’.
- The teaching of appropriate behaviour begins in the Reception Year, when children learn to
respect each others’ choices, to take turns and to listen carefully to instructions. These positive
attitudes are evident across all year groups and school records show that any incidents of
disruption or bullying are extremely rare and are dealt with swiftly. Both comments from pupils
and parents and the school’s own records show that the diversity of cultures and languages in
the school are regularly celebrated and this promotes an ethos of harmony and ensures the
complete absence of any hint of discrimination.
- Pupils are enthusiastic about the rewards available for good behaviour and attendance and these
are celebrated each week in highly positive and strongly motivational assemblies. The school has
worked hard to bring attendance to a point where it is now in line with the national average.
- Behaviour and safety are not outstanding because the number of temporary exclusions of pupils
from the school, though lower than last year, is still higher than that found nationally. Very
occasionally, instances of less acceptable behaviour have led the school to use temporary
exclusion too quickly and the system of sanctions does not make clear the steps teachers should
take themselves to address isolated examples of misbehaviour before referring the matter to
|The leadership and management||are good|
- Since the previous inspection, the executive headteacher has significantly improved the quality
of teaching, and raised achievement. She has established a strong and determined team of
school leaders who share her high expectations. The head of school, the inclusion manager and
the leader of the Early Years Foundation Stage all bring fresh ideas and expertise and have
taken on full responsibilities for their areas.
- The school has an accurate understanding of its strengths and weaknesses and its rigorous
analysis of information about pupils’ progress and the tracking of groups are key factors in the
improvements that the school has made. The close monitoring of teaching by the headteacher
has been coupled with well chosen and carefully targeted training, and this has led to teachers
swiftly developing their skills.
- While very supportive of any improvement the headteacher has not been afraid to tackle
underperformance in teaching. Leaders and governors ensure that teachers are clear about the
link between salary progression and the progress their pupils make, and no teacher moves up
the pay scale without there being evidence of strong teaching performance.
- Pupils experience a broad and balanced range of subjects and activities both in the classroom
and beyond. This includes good provision for developing pupils’ skills in information and
communication technology and also of their creativity, particularly in the artwork which is
evident throughout the school. Pupils’ spiritual, moral, social and cultural development is well
promoted and their understanding of different faiths and cultures is developed alongside the
school’s Catholic faith and ethos, in which similarities in belief systems are emphasised and
diversity is celebrated.
- Parents, staff and pupils are all enthusiastic about the positive impact the headteacher has had
on the school and the benefits of being a partner in a very productive federation.
- The local authority considers the school to be in safe hands and has provided it with appropriate
levels of support and guidance. The school has made good use of additional advice and support
from other sources and inspectors saw the result in the improved progress of pupils, of staff
visits to see outstanding practice in other schools.
- The whole school community is well informed about the importance of safeguarding. This means
that any risks are swiftly identified and immediately addressed.
- The governance of the school:
Since the previous inspection the governors have provided increasingly constructive support
and challenge to the headteacher and have helped her to bring about the needed
improvements. Governors bring with them a range of relevant expertise and keep their skills
up to date through regular training. They are very well informed about how well the school is
doing. They receive regular and comprehensive information from the headteacher and senior
leaders, and they make increasingly regular visits to monitor the school’s work. Governors
have contributed fully to the discussions on how the pupil premium funding should be spent
and have kept a careful check on the impact of the extra support and guidance provided for
eligible students. They hold the headteacher to account for the way in which increases in pay
are used to reward teachers and they know how any underperformance is being tackled.
Governors meet all their responsibilities well, including the national requirements for
safeguarding pupils. The school’s finances are carefully and prudently managed.
What inspection judgements mean
|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.
|Unique reference number||103439|
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||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||199|
|Appropriate authority||The local authority|
|Date of previous school inspection||18 September 2012|
|Telephone number||0121 247 3947|
|Fax number||0121 247 5628|