St Paul's Church of England Aided Primary School
phone: 01902 558621
headteacher: Miss Jane Morris
183 pupils capacity: 144% full
135 boys 51%
130 girls 49%
Last updated: June 18, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 390309, Northing: 302621
- GPS coordinates
- Latitude: 52.621, Longitude: -2.1446
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 12, 2013
- Diocese of Lichfield
- Region › Const. › Ward
- West Midlands › Wolverhampton North East › Oxley
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Priory Green Primary School WV95NJ
- 0.2 miles Priory Green Junior School WV95NJ
- 0.3 miles Rakegate Primary School WV106US (439 pupils)
- 0.3 miles Pendeford Business and Enterprise College WV106SE
- 0.3 miles North East Wolverhampton Academy WV106SE (1007 pupils)
- 0.4 miles Rake Gate Infant School WV106UP
- 0.5 miles Dovecotes Primary School WV81TX (254 pupils)
- 0.5 miles Dovecotes Junior School WV81TX
- 0.5 miles Dovecotes Infant School WV81TX
- 0.7 miles Elston Hall Primary School WV106NN (679 pupils)
- 0.7 miles Elston Hall Junior School WV106NN
- 0.7 miles Elston Hall Infant School WV106NN
- 0.8 miles Elston Hall Nursery School WV106BG
- 0.8 miles St Anthony's Catholic Primary School WV106NW (363 pupils)
- 0.8 miles Aldersley High School WV81RT
- 0.8 miles Aldersley High School WV81RT (775 pupils)
- 1 mile Palmers Cross Primary School WV69DF (189 pupils)
- 1.1 mile Claregate Primary School WV69JU (443 pupils)
- 1.2 mile Collingwood Junior School WV108DS
- 1.2 mile Collingwood Infant School WV108DS
- 1.2 mile Oxley Primary School WV109TR (214 pupils)
- 1.2 mile Northwood Park Primary School WV108DS (454 pupils)
- 1.3 mile Bushbury Nursery School WV108JP (88 pupils)
- 1.3 mile Whitgreave Junior School WV109JP (208 pupils)
St Paul's Church of England Aided
Emsworth Crescent, Pendeford, Wolverhampton, WV9 5NR
|Inspection dates||12–13 March 2013|
|Overall effectiveness||This inspection:||Good||2|
|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
| Standards in English and mathematics have |
All pupils make good progress in English and
Teaching is mainly good across the school.
Pupils are nurtured to become rounded
been rising in recent years and are average
at the end of Year 6. They were above
average in reading and mathematics in 2012.
mathematics from their different starting
points including disabled pupils and those
who have special educational needs.
individuals and relationships are good
between pupils and staff. As a result, pupils
are happy in school and learn well.
| The school offers pupils an interesting and |
Pupils behave well in lessons and at other
The headteacher, governors and senior
varied programme of additional activities and
times throughout the school day. Pupils feel
very safe in school and parents agree. Any
issues that arise are dealt with effectively.
leadership team have made sure the school
has made good progress against its areas for
development, particularly in increasing the
proportion of pupils who achieve the higher
levels of attainment in English and
| Pupils do not have enough time to work |
At times, pupils are not given the opportunity
without the teacher’s direction or to make
their own choices and decisions about their
to practise their speaking skills in lessons.
| Teachers do not always think of creative ways |
Teachers do not include enough skilful
to make English and mathematics interesting.
questioning to help pupils think harder about
|Inspection report:||St Paul's Church of England Aided Primary School, 12–13 March 2013||2 of 9|
Information about this inspection
- Inspectors observed teaching in all classes, including two joint observations with the
headteacher and one with the deputy headteacher. A total of 15 lessons were observed,
including extra teaching groups. Inspectors also made short classroom visits to observe pupils at
work and to look at their books.
- Inspectors had discussions with a representative of the governing body, a representative from
the local authority, the headteacher, other members of the school leadership team, teachers and
two groups of pupils. Inspectors also listened to pupils of different ages read.
- Inspectors looked at documents about past and current pupils’ progress. They also examined
information relating to behaviour, safeguarding, the school’s own self-evaluation document and
its improvement summary document.
- Inspectors took account of the views of the 18 parents who responded to the Parent View online
questionnaire. Inspectors also considered the responses to the school’s latest parent
questionnaire and a number of parents were met informally at the start of the school day.
- Inspectors considered the 21 questionnaires completed by staff.
|Kathryn Skan, Lead inspector||Additional Inspector|
|Derek Aitken||Additional Inspector|
|Inspection report:||St Paul's Church of England Aided Primary School, 12–13 March 2013||3 of 9|
Information about this school
- This is an average-sized primary school.
- The majority of pupils come from White British families, with White and Black Caribbean pupils
being the next largest group. The proportion of minority ethnic pupils is high and some of these
speak English as an additional language.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is average. The proportion supported at school action plus or with a
statement of special educational needs is above average.
- The school expanded two-and-a-half years ago following the closure of a nearby school.
- The number of pupils who joined the school during Key Stage 1 and Key Stage 2 is much higher
than most schools.
- The proportion of pupils who are known to be eligible for free school meals is above average.
The school receives the pupil premium for these pupils and for its looked-after children.
- The school is currently making use of full-time alternative provision at The Behaviour Unit,
Kingston Centre Pupil Referral Unit (Primary), Wolverhampton to help with pupils’ behaviour.
- The school meets the government’s current floor standards, which set minimum expectations for
pupils’ attainment and progress.
What does the school need to do to improve further?
- Move teaching from good to outstanding by making sure that:
pupils have enough time to work independently in all subjects so that they can learn without
relying on teachers’ support and input
pupils have more freedom to make their own choices and decisions about their work
pupils work at exciting, practical tasks in all subjects
pupils work together with others more often to practise their speaking skills
teachers use more effective questioning to help pupils improve their learning by thinking more
|Inspection report:||St Paul's Church of England Aided Primary School, 12–13 March 2013||4 of 9|
|The achievement of pupils||is good|
- All pupils make good progress in English and mathematics from their different starting points,
including more-able pupils, disabled pupils and those who have special educational needs. The
proportion of pupils making expected progress is good in all subjects. The proportion now
making better than expected progress is good in reading and mathematics.
- Children start Nursery with levels below those expected for their age. When they enter
Reception more are where they should be, though a minority still need to catch up especially in
communication skills. When they leave Reception more have reached average levels.
Communication skills have improved well because of a strong focus on this area. Overall children
make good progress across the Early Years Foundation Stage.
- Standards across Key Stage 1 have been rising over the last few years. Latest information
suggests that this year standards in reading, writing and mathematics will be broadly average at
the end of Year 2. Pupils achieved above average standards in the national reading check on
pupils’ knowledge and understanding of letters and the sounds they make (phonics) at the end
of Year 1 in 2012. Indications are this will be the case again this year.
- In Key Stage 2 pupils make good progress. There have been improvements over the last few
years and standards are average at the end of Year 6. In 2012 they were above average in
reading and mathematics.
- Only a small minority of the current Year 6 started their education at the school yet all groups of
pupils in the class are making good progress this year. Indications are that an average
proportion of more-able pupils are on course to reach the higher level in writing this year and an
above-average proportion will reach the higher levels in reading and mathematics.
- In 2012 Year 6 pupils known to be eligible for free school meals were three terms behind the
others in English and two terms behind in mathematics. However, their attainment was well
above similar pupils nationally in English and mathematics. There were no looked-after children.
Currently, the achievement of pupils known to be eligible for the pupil premium is equal to their
classmates. In writing they are predicted to exceed their classmates this year. Funding has been
used to provide one-to-one and small-group support, employ the services of a counsellor and to
recruit extra teaching assistants. These measures have helped pupils to close the gap in
attainment with their peers.
|The quality of teaching||is good|
- The basic skills in reading, writing and mathematics are taught well and pupils know what to do
to improve their work and how to reach the next level of attainment. There is good progress
across the school because of the mainly good teaching. Pupils appreciate the time given in
lessons to read and think about what teachers have written in their books.
- Pupils are interested and keen to learn. They especially enjoy the afternoon ‘activity programme’
and the numerous extra clubs provided. Teaching assistants play an important role in supporting
pupils’ progress in all key stages. They lead focused group work and support individual pupils,
including those who have special educational needs and those who receive the pupil premium.
- Teachers plan lessons well to meet pupils’ needs at different levels of ability. Some, such as
more-able pupils, have harder work than others. Disabled pupils and those who have special
educational needs receive the help they need. However, there is not enough independent work
for all pupils so that they can learn without the teacher’s direct input or enough opportunity
given for pupils to make their own choices and decisions about their work.
|Inspection report:||St Paul's Church of England Aided Primary School, 12–13 March 2013||5 of 9|
- Teachers use computers and other forms of technology well. They use specialised areas
including a computer suite, an art and craft room, a music room, a food technology room, and
various outdoor areas to enhance pupils’ learning across a range of subjects. Pupils enjoy using
these areas. However, there are not enough regular opportunities for pupils to practise their
communication skills and teachers do not always think of practical and creative ways to make
the learning in English and mathematics lessons more relevant and interesting.
- Teachers have high expectations and create a positive atmosphere in the classroom. Pupils feel
valued by their teachers because they listen to what they have to say. Pupils work hard and
complete tasks set for them with interest. However, teachers sometimes do not skilfully question
pupils to help them think more deeply about their work.
|The behaviour and safety of pupils||are good|
- Pupils take pride in their school and value its Christian values and activities. Pupils like their
teachers because they help them and treat them with respect. Pupils say they feel safe in school
and based on Parent View responses, parents agree and would recommend the school to other
- The number of pupils joining the school over the last few years has been considerable.
Nevertheless, the school has made sure every pupil has been well integrated so the school’s
caring atmosphere has been maintained.
- Behaviour is good throughout the school. The school makes sure all pupils are helped to achieve
their best and behaviour problems are rare. If any occur, they are dealt with swiftly and a record
made for reference.
- Any pupils whose behaviour is particularly challenging receive outside support and there have
been no exclusions for many years. Currently some pupils are attending full-time at The
Kingston Centre Pupil Referral Unit run by Wolverhampton Local Authority. This specialist
provision makes informed decisions on the best route for pupils following a period of assessment
at the centre. The school does all it can to help every pupil succeed.
- Bullying incidents are very rare. Pupils understand what bullying is and what different types of
bullying are. The school takes action should any incidents between pupils occur. A very small
minority of parents on Parent View felt the school does not deal effectively with bullying but the
majority are happy with how the school responds to any issues. Pupils interviewed during the
inspection said they are very happy in school with each other.
- Attendance rates are average. Pupils are rarely late for school because provision is made for
them to enter the building early before registration.
|The leadership and management||are good|
- The leadership team constantly seek improvements. They have a clear and accurate picture of
the school and have made sure the school has made good progress against its areas for
development. They have made particular progress in increasing the proportion of pupils who
achieve the higher levels of attainment in English and mathematics.
|Inspection report:||St Paul's Church of England Aided Primary School, 12–13 March 2013||6 of 9|
- The school’s analysis of pupils’ progress information is robust. Decisions are made about school
development priorities based on accurate findings from checks of the quality of teaching, and
specific plans make improvements where they are needed. All teachers are involved in assessing
pupils’ work so are agreed on what is required to meet the National Curriculum levels and have a
shared understanding of expectations. Targets set to improve teaching have increased in
effectiveness over the last two years and teachers say they are supported in their development.
- The leadership of mathematics and English is good. Initiatives put in place over the last two
years particularly in mental skills, problem solving, and shape, space and measures in
mathematics, and in phonics and guided reading in English, have had a notable effect on pupils’
progress and standards.
- Leaders and governors make sure that all pupils have equal opportunities. Discrimination of any
kind is not tolerated, ensuring the full inclusion of all pupils. The school works well with families
and most parents say the school keeps them well informed and responds well to any concerns
- Subjects and topics are well planned and organised for the teaching of basic skills. A strong
programme of creative and extra activities is part of the normal provision of the school and
pupils have the opportunity to make many visits out including various residential trips. Pupils’
spiritual, moral, social and cultural development is well provided for including religious events
and teachers act as good role models in treating everyone with respect.
- The local authority knows the school well. Termly meetings have taken place and it has provided
effective support and coaching when required. It has provided training on the use of pupil
tracking software, which has had an impact on monitoring pupils’ progress. It has reviewed and
verified the school’s self-evaluation and checked the quality of Newly Qualified Teacher support
to ensure it meets requirements. It provides financial services, staffing guidance, information
communication technology support and is currently involved in building the school website to
enhance communication with the community and build partnerships with parents.
- The governance of the school:
The governing body is effective in providing support and in asking searching questions of the
leadership team. Governors have developed their skills since the last inspection. The Chair of
the Governing Body contributes well to the school’s spiritual life, being from local clergy.
Governors have a clear understanding of the quality of teaching and pupils’ achievement and
compare it with pupils locally and nationally. They know what the school is doing to improve
and make sure finances are used in a way that supports pupils’ learning effectively. They also
know how the pupil premium is being spent and how it has raised standards for these pupils.
The governing body uses its knowledge to make decisions about the management of staff
performance and to make sure pay is linked to pupils’ progress. It knows what the school is
doing to reward good teaching and to tackle any underperformance. More than one governor
has undertaken training for the safer recruitment of staff and arrangements for safeguarding
pupils meet current requirements.
|Inspection report:||St Paul's Church of England Aided Primary School, 12–13 March 2013||7 of 9|
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.
|Inspection report:||St Paul's Church of England Aided Primary School, 12–13 March 2013||8 of 9|
|Unique reference number||104382|
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||245|
|Appropriate authority||The governing body|
|Date of previous school inspection||3 November 2010|
|Telephone number||01902 558621|
|Fax number||01902 558625|