School etc

St Patrick's Catholic Primary School

St Patrick's Catholic Primary School
Dudley Road
Birmingham
West Midlands
B187QW

0121 6750767

Headteacher: Mrs M O'friel

School holidays for St Patrick's Catholic Primary School via Birmingham council

Check school holidays


200 pupils aged 4—10y mixed gender
210 pupils capacity: 95% full

95 boys 47%

4a54b34c65y156y177y118y139y1110y15

105 girls 53%

4a44b44c55y156y137y198y139y1810y13

Last updated: July 30, 2014


Primary — Voluntary Aided School

URN
103439
Education phase
Primary
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
3346
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
Diocese
Archdiocese of Birmingham
Region › Const. › Ward
West Midlands › Birmingham, Ladywood › Ladywood
Area
Urban > 10k - less sparse
Free school meals %
36.50

Rooms & flats to rent in Birmingham

Schools nearby

  1. 0.2 miles Barford Primary School B160EF (468 pupils)
  2. 0.3 miles City Hospital Teaching Unit B187QH
  3. 0.4 miles Summerfield Junior and Infant School B184AH (390 pupils)
  4. 0.4 miles St Edmund's Catholic Primary School B187PA (225 pupils)
  5. 0.4 miles Ladywood School B160QT
  6. 0.5 miles City Road Primary School B160HL
  7. 0.5 miles Future First Independent School B187RL (44 pupils)
  8. 0.5 miles City Road Primary School B160HL (490 pupils)
  9. 0.6 miles Brookfields Primary School B186PU (331 pupils)
  10. 0.6 miles The Oratory Roman Catholic Primary School B169ER (231 pupils)
  11. 0.7 miles Nelson Junior and Infant School B12PJ (264 pupils)
  12. 0.7 miles Foundry Primary School B184LP
  13. 0.7 miles St John's Ladywood Church of England Primary School B168RN
  14. 0.7 miles Handsworth New Road School B184PQ
  15. 0.7 miles St John's and St Peter's CofE Academy B168RN (183 pupils)
  16. 0.7 miles Oasis Academy Foundry B184LP (225 pupils)
  17. 0.7 miles Perry Beeches IV - The Free School B13AA
  18. 0.8 miles Benson Community School B185TD (488 pupils)
  19. 0.8 miles St Paul's School for Girls B169SL (958 pupils)
  20. 0.8 miles Childrens' Hospital School B168ET
  21. 0.8 miles Greenspring Training B218JA
  22. 0.9 miles St George's Church of England Primary School B168HY
  23. 0.9 miles Values Academy B185AQ (16 pupils)
  24. 0.9 miles St George's Church of England Primary School B168HY (201 pupils)

List of schools in Birmingham


September 2010

Page 1

29 September 2011
Mrs M O'Friel
Executive headteacher
St Patrick's Catholic Primary School
Dudley Road
Birmingham
B18 7QW
Dear Mrs O'Friel

Ofsted monitoring of Grade 3 schools: monitoring inspection of St
Patrick's Catholic Primary School

Thank you for the help which you and your staff gave when I inspected your school

on 28 September 2011

,

for the time you gave to our phone discussions and for the

information which you provided before and during the inspection

.

Please pass on my

thanks to the pupils, staff, the Chair of the Executive Board and the representative
of the local authority.
Since the previous inspection, the school has undergone considerable changes. The

school has formally entered into a ‘hard federation’ with a local primary school. The

executive headteacher from this school now formally oversees both schools. The
governing body was formally replaced with an executive board in April 2011 and is
now responsible for both schools.
As a result of the inspection on 15 July 2010, the school was asked to address the
most important areas for improvement which are set out in the annex to this letter.
Having considered all the evidence, I am of the opinion that at this time the school
has made inadequate progress in making improvements and inadequate progress in
demonstrating a better capacity for sustained improvement. The inspection has
raised very serious concerns. These will be considered by the appropriate Regional
Director, Inspection Delivery, who will decide when the school will next be inspected.
Levels of attainment and outcomes for pupils have deteriorated since the school was
last inspected. In 2011, pupils at the end of Year 6 attained levels in English and
mathematics that were significantly below national averages with too few attaining
higher levels. Current levels of attainment, though beginning to improve, remain
below age-related expectations for many pupils across the school, particularly at the
end of Key Stage 2. Boys are not always provided with visual stimuli to encourage
their writing. Despite some recent improvements, they continue to underperform in
English.

Serco Inspections
Cedar House
21 W illiam Street
Edgbaston
Birmingham
B15 1LH
Ofsted
T 0300 123 1231
Text Phone: 0161 6188524

www.ofsted.gov.uk
Serco E tim.ogbourn@serco.com
Direct T 0121 683 3888

September 2010

Page 2

Four out of the seven lessons observed jointly with the executive headteacher during
the monitoring inspection were judged to be inadequate. Consequently, teaching is

inadequate. Teachers’ planning of lessons is too generalised; it does not include

activities or strategies to meet the different needs of pupils. Pupils spend too long
listening passively to explanations and instructions. As a result, they are not
sufficiently engaged and too little time is left for pupils to complete work set for
them. The pace of learning is too slow and pupils make insufficient progress.
Additionally, teachers do not use questions and questioning techniques well enough
to ensure that all pupils participate fully or are challenged. Pupils are not provided
with enough opportunities to find things out for themselves nor are they told what
National Curriculum level they are working on. The marking of pupils’ work does not
always inform them how well they are doing and what it is that they need to do to
further improve their work. Pupils remain compliant and well-behaved in spite of
teaching which is at times uninspiring. Relationships in most lessons are positive.
Pupils show enthusiasm for work; they are eager to learn. However, pupils report
that the school does not always take sufficient account of their views. Where
teaching is most effective, for example in Reception, pupils are encouraged to use
their own initiative; they are provided with a range of activities and are enabled to
make choices. They are encouraged to use resources which enable them to reinforce
their knowledge of letters and sounds. During the plenary of a satisfactory English
lesson in Year 2, pupils reviewed their work. This enabled the teacher to assess the
progress that pupils had made, the accuracy and use of punctuation and their use of
adjectives and connectives in sentences. As a result, pupils were excited about their
learning, remained on task and progressed well.
The executive headteacher has worked diligently to review and reorganise the
curriculum. Consequently, there are more opportunities for writing across the
curriculum. Links between some subjects have been identified and the programme
of work uses a thematic approach. However, leaders and managers have not
evaluated the impact of the revised curriculum. Consequently, they have yet to
determine the extent to which it is helping to bring about improvements, particularly
in literacy across the school which remains a concern. Some pupils report that story
writing has become more interesting, especially when their work is linked to what
they learn in other subjects. An example of this was seen in Year 6, with pupils
developing their writing skills while drafting stories about Moses and his feelings
using interesting words which they looked up in the

Thesaurus

. This was linked to

their work in religious education.
The executive headteacher has developed systems for presenting and analysing
assessment information about pupils. Appropriate use is made of this information to
recognise and target underperformance. A number of pupils commented on the

‘special’ one-to-one tuition they receive during lunch time and after school which has

helped them to do better. However, this information is not used effectively by
teachers to plan their lessons or to set challenging targets for different groups of

September 2010

Page 3

pupils. Consequently, it is not contributing to raising levels of pupils’ overall

attainment. Furthermore, where evaluations of activities take place, these do not
include sufficient reference to progress or levels of attainment.
Members of the newly formed executive board are beginning to ask more questions
about the progress being made by groups of pupils but their work, as well as those
of senior leaders and managers in the school, has yet to help bring about sufficient
improvement. The school continues to ensure that the health and safety of pupils is
a high priority and safeguarding procedures fully meet regulatory requirements.
The quality and impact of external support is satisfactory. There has been some
effective support for English. This is leading to the improvements made in this
subject, particularly in Key Stage 1. The local authority has identified the school as
causing concern and plans to provide additional support as soon as possible to help
staff to raise pupils overall attainment.
I hope that you have found the inspection helpful in promoting improvement in your
school. This letter will be posted on the Ofsted website.
Yours sincerely
Rashida Sharif

Her Majesty’s Inspector

September 2010

Page 4

Annex

The areas for improvement identified during the inspection which took
place in July 2010

 Improve the quality of teaching further by:

- ensuring assessment information is used effectively to pitch the work at the

correct level for all pupils

- ensuring learning objectives are written in language that is easily understood

by pupils

- providing sufficient time in lessons for pupils to be actively engaged in their

learning rather than listening for too long to explanations and instructions

- providing pupils with opportunities to find things out for themselves.

 Accelerate pupils’ learning in writing by:

- providing more opportunities for writing for a purpose and for cross-curricular

writing

- ensuring pupils have a clear understanding of what it is they have to do to

reach the next National Curriculum level

- providing boys with more visual stimuli to encourage their writing.

Save trees, print less.
Point taken, print!