School etc

St Theresa's Catholic Primary School

St Theresa's Catholic Primary School
Prince of Wales Road
South Yorkshire

phone: 0114 2397251

headteacher: Mr P Nelis


school holidays: via Sheffield council

247 pupils aged 2—10y mixed gender
189 pupils capacity: 131% full

115 boys 47%

≤ 243y144b55y146y167y108y109y1710y15

135 girls 55%

≤ 233y184a74b34c85y166y147y198y189y1310y15

Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 438655, Northing: 385480
GPS coordinates
Latitude: 53.365, Longitude: -1.4206
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 26, 2014
Diocese of Hallam
Region › Const. › Ward
Yorkshire and the Humber › Sheffield Central › Manor Castle
Urban > 10k - less sparse
Free school meals %

rooms to rent in Sheffield

Schools nearby

  1. 0.2 miles Woodthorpe Primary School S138DA (392 pupils)
  2. 0.3 miles The Spring Lane Centre S21HX
  3. 0.3 miles Prince Edward Primary School S122AA (349 pupils)
  4. 0.3 miles Prince Edward Middle School S122AA
  5. 0.3 miles Prince Edward Nursery and First School S122AA
  6. 0.3 miles Standhouse Nursery First School S21HX
  7. 0.6 miles Intake Primary School S122AR (409 pupils)
  8. 0.6 miles Pipworth Junior School S21AA
  9. 0.6 miles Pipworth Nursery Infant School S21AA
  10. 0.6 miles Stradbroke Tertiary College S138FD
  11. 0.6 miles Pipworth Community Primary School S21AA (511 pupils)
  12. 0.7 miles Waltheof School S21RY
  13. 0.7 miles Norfolk Junior School S22JX
  14. 0.7 miles Norfolk Nursery Infant School S22JX
  15. 0.7 miles Stradbrooke Middle School S138LT
  16. 0.7 miles Stradbrooke Nursery and First School S138LT
  17. 0.7 miles Norfolk School S22JX
  18. 0.7 miles Sheffield Park Academy S21SN (896 pupils)
  19. 0.7 miles Sheffield Springs Academy S122SF (961 pupils)
  20. 0.8 miles Gleadless Primary School S122EJ (454 pupils)
  21. 0.8 miles Stradbroke Primary School S138LT (471 pupils)
  22. 0.8 miles Myrtle Springs School S22AL
  23. 0.8 miles Sheffield Inclusion Centre S22JQ (111 pupils)
  24. 1 mile Athelstan Primary School S138HH (519 pupils)

List of schools in Sheffield

School report

St Theresa’s Catholic Primary School

Prince of Wales Road, Sheffield, South Yorkshire, S2 1EY

Inspection dates 26–27 March 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
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:

Most pupils make good progress, with
The proportion of pupils attaining the
Teaching is consistently good and some is
Pupils’ behaviour and their attitudes to
Pupils’ spiritual, moral, social and cultural
increasing numbers making exceptional
progress in Key Stage 2.
expected level in reading, writing and
mathematics by the end of Year 6 is above
average. This represents good achievement
from their starting point on entry, which is
generally below that expected for their age.
learning are exemplary. They say they feel
very safe in school at all times.
development is promoted in an outstanding
The headteacher leads by example and inspires
Leaders and governors work well together to
There are effective procedures for checking the
The care and welfare of pupils is at the heart
The excellent examples of respect and courtesy
The ability of leaders and governors to carry on
staff and pupils to do their best.
raise pupils’ achievement and improve the
quality of teaching.
school’s performance and for identifying areas
for further development.
of the school’s work. This is much appreciated
by parents who are very supportive of the
set by all adults in the school have a very
positive influence on the pupils’ behaviour.
making improvements is good.
Not enough teaching is outstanding. There
Teachers do not give pupils enough time to
has been no formal sharing of the features of
the school’s outstanding teaching in order to
improve the expertise of all staff.
respond to marking, which is not used
consistently to show them how to improve.
The work of too many pupils reveals a lack of
Pupils’ handwriting is not well enough
accuracy in spelling, punctuation and grammar.

Information about this inspection

  • The inspectors observed 14 lessons or parts of lessons taught by eight teachers. Five of these
    were joint observations with the headteacher.
  • Discussions were held with the Chair of the Governing Body, another governor, parents, staff,
    pupils and a representative of the local authority.
  • The inspectors observed the school's work and looked at school documentation, including that
    relating to safeguarding, records of meetings of the governing body, assessment information
    and curriculum planning. Work in pupils’ books and displays around the school were examined.
    The inspectors listened to groups of pupils read.
  • Account was taken of the 11 responses to the on-line questionnaire (Parent View) in carrying
    out the inspection.

Inspection team

Melvyn Hemmings, Lead inspector Additional Inspector
Deana Aldred Additional Inspector

Full report

Information about this school

  • St Theresa’s is an average-sized primary school.
  • The proportion of pupils supported at school action is above average, as is the proportion of
    pupils at school action plus or with a statement of special educational needs.
  • An above average proportion of pupils are eligible for the pupil premium. The pupil premium
    provides additional funding for those pupils who are known to be eligible for free school meals,
    children from service families and those children that are looked after by the local authority.
  • The proportion of pupils from minority ethnic groups and those who speak English as an
    additional language is above average.
  • The school meets the government’s current floor standards, which are minimum expectations for
    attainment and progress in English and mathematics.
  • There has been a high turnover of staff in Year 2 since the previous inspection.

What does the school need to do to improve further

  • Further raise attainment in writing by improving:
    pupils’ ability to use spelling, punctuation and grammar accurately

pupils’ handwriting skills.

  • Improve further the quality of teaching by:
    formally sharing with staff the features of outstanding practice already evident in the school
    ensuring marking consistently helps pupils to improve and that they have sufficient
    opportunity to respond to the comments which teachers have made.

Inspection judgements

The achievement of pupils is good
  • Pupils start school with skill levels which are generally below that typical for their age. From their
    different starting points the proportion of pupils making expected progress is above the national
    figure. The proportion exceeding expected progress is high in reading, writing and mathematics.
    The proportion attaining the expected level in reading, writing and mathematics by the end of
    Year 6 is above average. This represents good achievement.
  • The turnover in teaching staff in Year 2 slowed pupils’ progress since the previous inspection and
    attainment in this year group has been broadly average. However, leaders have successfully
    stabilised the situation and pupils in 2013 attained above the expected level in reading, writing
    and mathematics. This improvement is sustained by pupils currently in Year 2.
  • In Key Stage 2, pupils effectively build upon skills from previous years and increasing numbers
    are making exceptional progress.
  • Attainment in reading is above average at the end of Key Stage 1 and also by the time pupils
    leave the school at the end of Year 6. Pupils enjoy reading and they talk enthusiastically about
    their favourite books and authors, including JK Rowling.
  • In the Early Years Foundation Stage, children make good progress and enter Year 1 with
    standards that are broadly average.
  • In Years 1 to 6, pupils gain knowledge, develop understanding and learn and practise skills well.
  • Pupils enjoy writing and can use a variety of styles including poetry and narrative writing, to
    express their ideas. They do not always however give enough attention to the accuracy of their
    spelling, punctuation and grammar. Pupils’ handwriting is not well developed, with the forming
    of their letters not always being correct.
  • In mathematics, pupils have well-developed calculation skills and use them successfully to solve
    problems in real-life situations.
  • Disabled pupils and those who have special educational needs make good progress because
    their specific needs are identified early and well-targeted extra support is provided to ensure
    that they are met.
  • Pupils who speak English as an additional language receive extra support which results in them
    making good progress.
  • The most able pupils make good progress because the work they are given stretches them and
    enables them to achieve well.
  • The funding for pupils known to be eligible for the pupil premium has been used successfully to
    narrow the gap between pupils known to be eligible for free school meals and other pupils in
    school. As a result, their attainment in English and mathematics by the end of Year 6 matches
    that of other pupils who are not supported by the pupil premium. This demonstrates the school’s
    successful commitment to equality of opportunity.
The quality of teaching is good
  • In the Early Years Foundation Stage, adults work well as a team to provide stimulating and
    practical activities that effectively meet children’s needs. The outdoor area, much improved since
    the previous inspection, is used well to enable children to build effectively on what they have
    learned indoors. Adults effectively show children how to improve their skills, such as when they
    were counting and ordering numbers to 10 in the Nursery.
  • In Years 1 to 6, teachers expect the best from pupils and they respond positively by getting on
    well with their work. As one pupil commented, ‘School’s great, it’s a wonderful place to learn.’
    Teachers use questioning effectively to find out what pupils know and to extend their knowledge
    and understanding.
  • Good subject knowledge and clear and confident explanations are consistently apparent in
    teaching. These qualities were evident in a mathematics lesson for pupils in Year 6 and helped
    them make good progress in their understanding of how to draw rectangles to match given
    areas and perimeters.
  • Marking does not consistently show pupils how to improve. There are not enough opportunities
    for pupils to reflect upon their learning and to respond to teachers’ suggestions for
  • Teachers make good use of assessment information to help them plan future lessons. This
    ensures that all groups make good progress, including the most able. They manage classrooms
    well so that lessons run smoothly and time for learning is maximised.
  • Teaching assistants are deployed well to support all pupils, especially disabled pupils, those with
    special educational needs and pupils who speak English as an additional language.
  • A high degree of pupil engagement is encouraged through challenging activities. Teachers
    promote pupils’ spiritual and moral development very effectively by encouraging them to reflect
    on the wonders of the world around them and by having high expectations of their behaviour.
    They foster pupils’ social and cultural development by providing many opportunities for pupils to
    work together in pairs and small groups, to complete tasks and to learn about cultures different
    to their own.
The behaviour and safety of pupils are outstanding
  • The behaviour of pupils is outstanding. Its exemplary nature creates an extremely welcoming
    and friendly atmosphere in which to learn. Pupils show high levels of self-discipline and
    encourage each other to behave well. They are very polite and courteous following the excellent
    examples set by adults in the school. One pupil commented, ‘We know as older pupils that we
    have to be mature and set an example for the younger children.’
  • Parents, staff and pupils are extremely positive about behaviour.
  • Whether working independently, as part of a group or in whole-class lessons, pupils consistently
    show a love of learning. Pupils are very keen to learn, showing a great deal of interest and
    enthusiasm in all they do. Pupils’ attitudes are equally high in all classes and across subjects.
  • Pupils have an extremely well-developed understanding of the different forms of bullying, such
    as name-calling and internet bullying. They say bullying just does not happen and are confident
    that staff would deal with any incidents quickly if they occurred.
  • Pupils wear their school uniform with pride and work hard to keep the school and its grounds
    litter free.
  • The school’s work to keep pupils safe and secure is outstanding. It very effectively develops
    their understanding of the dangers related with roads, railways, water and the use of the
    internet. As a result, pupils are highly aware of how to keep themselves and others safe. Pupils
    are very clear about what to do if approached by a stranger.
  • Pupils say they feel very safe in school at all times. They appreciate that all external doors are
    kept locked and no strangers can get into school.
  • The improvement in attendance since the previous inspection and the way that pupils arrive on
    time, show their enjoyment in coming to school.
  • Pupils are very willing to take on responsibilities, such as being a playtime leader. They take
    pride in their roles and carry them out diligently. In so doing they enhance the life of the school.
The leadership and management are good
  • The headteacher has a very clear view of how good the school can be. Leaders and governors
    work well together to drive forward improvements. They successfully encourage all staff to do
    their best and morale is high.
  • The management of staff performance and training of teachers and other adults effectively
    meets whole-school and individual staff needs. There is a direct link between the performance of
    teachers and their salary progression.
  • The procedures for checking the quality of teaching are rigorous and have identified examples of
    outstanding teaching. The qualities of this teaching have not been formally shared with other
    staff in order to further develop their expertise.
  • The arrangements for checking how well the school is doing are good and correctly identify
    areas for development. Targets for improvement are challenging and measurable.
  • The promotion of equality of opportunity and tackling of discrimination is good. Leaders check
    carefully the progress of different groups, to identify if any pupils require extra support.
  • Leaders and governors ensure that all pupils are safe and extremely well looked after. They work
    effectively with a wide range of agencies to provide strong support for those pupils whose
    circumstances might put them at risk.
  • The local authority has provided ‘light touch’ support since the previous inspection.
  • The school has used the new primary sport funding effectively to improve the quality and
    breadth of physical education and sport provision. The range of after-school sports clubs has
    been extended, including a boxing club, and there has been increased pupil participation in
    sporting activities.
  • Pupils’ learning experiences are enhanced by a variety of extra-curricular activities and visits,
    including to the Mining Museum in Wakefield. The school promotes pupils’ spiritual, moral, social
    and cultural development in an outstanding manner. The high level of pupils’ spiritual awareness
    is shown by the way collective worship is often confidently led by pupils.
  • Parents are very supportive of the school. One comment is typical, ‘The school is a wonderful
    place with staff that are prepared to go that one step further to help children learn.’
  • The governance of the school:

Governors know the school’s strengths and weaknesses and take part in regular training to

maintain their effectiveness. They understand the data relating to the school’s performance
and know how the management of performance is used to improve staff expertise and reward
good teaching. Governors have an accurate view of the quality of teaching and how leaders
tackle any underperformance. The governing body ensures that safeguarding requirements
are met. Governors manage the budget effectively and hold the school to account for the way
the funding for pupils known to be eligible for the pupil premium is used to raise their


What inspection judgements mean


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
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 107158
Local authority Sheffield
Inspection number 431373

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 247
Appropriate authority The governing body
Chair Sandra Caesar
Headteacher Patrick Nelis
Date of previous school inspection 22 June 2009
Telephone number 0114 239 7251
Fax number 0114 239 7251
Email address reveal email: mana…


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