St Philip Neri with St Bede Catholic Primary School Closed - academy converter Sept. 30, 2014
phone: 01623 *** ***
headteacher: Mr William Lewis
413 pupils capacity: 117% full
250 boys 52%
235 girls 49%
Last updated: Sept. 30, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- Close date
- Sept. 30, 2014
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 453314, Northing: 361657
- GPS coordinates
- Latitude: 53.149, Longitude: -1.2043
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 2, 2012
- Diocese of Nottingham
- Region › Const. › Ward
- East Midlands › Mansfield › Woodlands
- Urban > 10k - less sparse
- Free school meals %
- St Philip Neri With St Bede Catholic Voluntary Academy NG196AA (484 pupils)
- 0.2 miles St John's CofE Middle School NG181QH
- 0.2 miles Oakdale Learning Centre NG196AH (26 pupils)
- 0.2 miles Vision Studio School NG197BB
- 0.3 miles Broomhill First School NG196AP
- 0.4 miles Ethel Wainwright First School NG196BE
- 0.4 miles Ethel Wainwright Middle School NG196BE
- 0.4 miles The Queen Elizabeth's School NG197AP
- 0.4 miles West Bridgford High School NG181PL
- 0.4 miles The Queen Elizabeth's School NG197AP
- 0.4 miles Ethel Wainwright Primary School NG196TF
- 0.4 miles The Queen Elizabeth's (1561) Endowed School NG197AP
- 0.4 miles Queen Elizabeth's Academy NG197AP (663 pupils)
- 0.4 miles Wainwright Primary Academy NG196TF (408 pupils)
- 0.5 miles All Saints RC Comprehensive School NG196BW (1052 pupils)
- 0.5 miles Beech Hill School NG196DX (61 pupils)
- 0.5 miles Queen Elizabeth's Girls' School NG182BB
- 0.5 miles All Saints RC Comprehensive School NG196BW
- 0.5 miles The Beech Academy NG196DX
- 0.7 miles Oakdale Support Centre NG197HB
- 0.7 miles Sutton Road First and Nursery School NG185SF
- 0.7 miles Moor Lane First School NG185SF
- 0.7 miles Redgate School NG196EL (39 pupils)
- 0.7 miles Sutton Road Primary School NG185SF (435 pupils)
St Philip Neri with St Bede
Catholic Primary School
Rosemary Street, Mansfield, NG19 6AA
|Inspection dates||2–3 October 2012|
|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
| From starting points that are below average, |
Pupils are taught well. The activities set in
Behaviour is good. Routines and expectations
pupils make good progress. Their attainment
in English and mathematics rises to average
by the end of Year 6.
lessons are demanding, and they receive
good advice on how to improve their work
are well understood. Pupils feel safe in school
and do not fear bullying or harassment.
| The school is led and managed well. The |
The governing body provides a good level of
Pupils’ spiritual, moral, social and cultural
quality of teaching is closely checked, and the
resulting feedback and focused training have
brought about marked improvements since the
support and challenge to the headteacher.
development is a particular strength. Pupils
from different backgrounds and cultures get
along very well.
| Although achievement is good, not enough |
pupils exceed the nationally expected rates of
progress, particularly in English, for it to be
| Despite some improvements, attendance is |
only average because some families take
extended holidays abroad during term time.
Information about this inspection
- Inspectors observed teaching in all classes. They visited 24 lessons.
- They held discussions with parents and carers, school staff, representatives of the governing
body, a local authority officer, and pupils.
- Inspectors scrutinised a range of documents covering safeguarding, attendance, behaviour,
pupils’ progress and attainment, and the school improvement plan. They also examined the work
in pupils’ books.
- The views of 68 parents were analysed through the Parent View website.
|Richard Marsden, Lead inspector||Additional Inspector|
|Aune Turkson-Jones||Additional Inspector|
|Colin Lower||Additional Inspector|
Information about this school
- The school is larger than the average primary school.
- The proportion of pupils form minority ethnic groups is above average, as is the proportion who
speak English as an additional language.
- The proportion of pupils known to be eligible for the pupil premium is below average.
- The proportion of pupils supported through school action is above average.
- The proportion supported at school action plus or with a statement of special educational needs
is below average.
- The school meets the current government floor standards, which set the minimum expectations
for attainment and progress.
- The current headteacher joined the school since the last inspection.
What does the school need to do to improve further?
- Increase the proportion of pupils who exceed the nationally expected rates of progress in English
demanding accurate spelling and grammar in all subjects, not just English
increasing the opportunities for pupils to practise extended writing
ensuring that the marking of pupils’ work in all classes is as effective in promoting
improvement as it currently is in the best.
- Improve attendance by reducing the number of extended holidays taken during term time.
|The achievement of pupils||is good|
- When children join the school in the Early Years Foundation Stage, their skills in English and
mathematics are below national expectations. They make good progress so that, by the end of
Year 6, attainment is broadly average. Some pupils make outstanding progress, particularly in
- Parents and carers, and pupils themselves, say that progress is good. There are no significant
variations in the achievement of boys and girls. Pupils known to be eligible for free school meals
also achieve well. Extra funding through the pupil premium is well used to ensure that their
learning needs are met.
- Disabled pupils and those who have special educational needs achieve well. Their needs are
swiftly and accurately identified and they receive strong support in lessons or in small-group or
individual activities with an adult nearby. Pupils of minority ethnic heritage also make good
- Standards of reading are average. The more-able pupils in Years 2 and 6 read fluently and with
good expression, demonstrating skills above those expected for their age. Less-able pupils in
these years show a sound grasp of the principles of reading and how they have been taught to
cope with unfamiliar words. Pupils talk readily about what they enjoy reading and why.
- In a typical mathematics lesson, pupils paid careful attention as the teacher explained various
mathematical terms. As a result of the crystal clear explanations and the carefully planned
practical work which followed, pupils made rapid progress and gained confidence in their
understanding of the new terms.
|The quality of teaching||is good|
- Teachers’ planning takes careful account of what pupils already know, understand, and can do.
This ensures that tasks provide a good level of challenge, engage the interest of both boys and
girls, and motivate them well.
- Teachers’ explanations are clear. They question pupils skilfully in lessons to check
understanding. They reshape tasks and explanations to ensure that all pupils are clear about
what to do, and learn at a good pace.
- The needs of disabled pupils and those who have special educational needs, and pupils who
speak English as an additional language, are identified early. Their progress is tracked
meticulously. They receive high-quality support from teachers and teaching assistants, either
within lessons or in frequent one-to-one or small group activities nearby. Despite some parental
concerns, this support is not at the expense of attention given to other pupils.
- Activities in lessons are lively and varied. Teachers use computer technology, visual aids, games
and competitions, group and pair activities, and many ‘hands-on’ tasks, so that pupils do not
have to sit and listen passively for long periods of time.
- Teachers relate tasks to real life. Older pupils were observed measuring and recording their
heart rates as a basis for developing mathematical skills, and younger ones enjoyed using real
money in counting activities. Homework is used well to reinforce work done in class.
- In the Early Years Foundation Stage, games and role play enhance learning, both indoors and
out. Staff interact constantly with children, taking every opportunity to develop their social,
observational and language skills.
- Teachers’ subject knowledge is strong, and in all classes they convey high expectations of what
pupils should achieve. They insist on the use of correct technical terms such as ‘alliteration’,
‘chronological order’ and ‘inverse mathematical operation’.
- Teachers promote mathematics and computer skills very effectively across different subjects.
The need for accurate spelling and grammar, however, is not stressed as strongly in other
lessons as it is in English lessons, and opportunities for pupils to practise extended writing in
different subjects are not fully exploited.
- Teachers’ marking of pupils’ work is good, and in some cases outstanding. At its best it very
clearly shows pupils not only how well they are doing against their personal targets, but also the
next steps they need to take to improve their work. In some classes, however, marking is not as
effective in giving pupils the kind of information which promotes rapid improvement.
|The behaviour and safety of pupils||are good|
- Good behaviour, consideration for others and positive attitudes to learning are the norm. This
enables teachers to teach effectively and pupils to learn rapidly. Clear routines and high
expectations are communicated from the start of the Early Years Foundation Stage, where
children respond well because of the warm encouragement they receive from staff.
- Relationships between adults and pupils show high levels of mutual respect. Pupils are proud to
serve their school by taking on jobs and responsibilities such as being prefects, junior sports
leaders and school council members. Older pupils show sensitivity to the needs of younger ones.
- Pupils and their parents and carers are confident that pupils are safe in school. Pupils show a
good awareness of different types of bullying, including internet-based bullying. They have
confidence that the school will respond well to any such instances if they should arise.
- The school’s behaviour policy is well understood by pupils and is applied consistently by all staff,
ensuring good behaviour management. Parents and carers express satisfaction with the way the
school manages any unacceptable behaviour from individual pupils and ensures that it does not
disrupt the education of others.
- Attendance rates are no higher than average. A clear system of rewards and sanctions
contributes to good attendance by most pupils, but a few families take extended holidays in
term time. The school is working hard to address this.
- The school gives good support to pupils whose circumstances have made them vulnerable. This
support has enabled such pupils to maintain high standards of attendance, behaviour and work,
and make good progress in line with that of their peers.
- Pupils from different cultures and backgrounds get along noticeably well together. Pupils give
thoughtful responses when given the opportunity to reflect on spiritual or moral issues during
assemblies and whole-school liturgies, and in lessons. They show respect for, and interest in, the
views of others.
|The leadership and management||are good|
- Ambitious leadership and high expectations by leaders and managers are reflected throughout
the school. Accurate and well-focused self-evaluation enables the school to keep all aspects of
its work under constant review. School improvement plans are realistic and sharply focused.
They illustrate well the school’s ambition to seek ongoing improvement, although they have not
yet had a full impact in improving pupils’ key literacy skills.
- Strong management of the performance of staff has brought about improvements in teaching
and learning since the last inspection. Staff training has led to marked improvements in
children’s progress in the Early Years Foundation Stage. It has also improved the way in which
teachers tailor work to pupils’ individual needs and use their marking to promote pupils’ progress
rather than merely measure it.
- Pupils are taught a broad and interesting range of subjects. Special events provide inspiring and
memorable experiences, such as Ethiopia Week, held in conjunction with the school’s overseas
links, and the visit during the inspection of a Paralympic gold medallist.
- Out-of-school activities are many and varied. They include music and drama, sport, in which the
school has had notable success at regional level, as well as visits of many kinds. There are
residential trips for older pupils where they enjoy adventurous and confidence-building outdoor
- Equal opportunities are rigorously pursued. No pupil, regardless of background or need, is
denied access to anything the school has to offer. Leaders ensure that there is no discrimination
whatsoever against anyone.
- The local authority supported improvements to the Early Years Foundation Stage after the last
inspection, and has more recently provided helpful training for governors in child protection and
- Child protection and safeguarding have a high priority. Leaders ensure that these areas are kept
under meticulous review to ensure that legal requirements are met and that good practice
- The governance of the school:
is well organised and well informed, so that governors have a good understanding of the
school and its context
ensures that the headteacher is well supported and held to account
involves regular formal visits to the school by governors to review aspects of the school’s
work with leaders in the quest for further improvement
involves many informal visits to the school by governors, so that they keep in close touch
with the day-to-day work of the school.
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||122821|
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||440|
|Appropriate authority||The governing body|
|Date of previous school inspection||19 November 2007|
|Telephone number||01623 489010|
|Fax number||01623 489018|
Any complaints about the inspection or the report should be made following the procedures set out in the
guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website:
www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300
123 4234, or email