St Theresa's Catholic Primary School
phone: 0114 2397251
headteacher: Mr P Nelis
189 pupils capacity: 131% full
115 boys 47%
135 girls 55%
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 %
- 0.2 miles Woodthorpe Primary School S138DA (392 pupils)
- 0.3 miles The Spring Lane Centre S21HX
- 0.3 miles Prince Edward Primary School S122AA (349 pupils)
- 0.3 miles Prince Edward Middle School S122AA
- 0.3 miles Prince Edward Nursery and First School S122AA
- 0.3 miles Standhouse Nursery First School S21HX
- 0.6 miles Intake Primary School S122AR (409 pupils)
- 0.6 miles Pipworth Junior School S21AA
- 0.6 miles Pipworth Nursery Infant School S21AA
- 0.6 miles Stradbroke Tertiary College S138FD
- 0.6 miles Pipworth Community Primary School S21AA (511 pupils)
- 0.7 miles Waltheof School S21RY
- 0.7 miles Norfolk Junior School S22JX
- 0.7 miles Norfolk Nursery Infant School S22JX
- 0.7 miles Stradbrooke Middle School S138LT
- 0.7 miles Stradbrooke Nursery and First School S138LT
- 0.7 miles Norfolk School S22JX
- 0.7 miles Sheffield Park Academy S21SN (896 pupils)
- 0.7 miles Sheffield Springs Academy S122SF (961 pupils)
- 0.8 miles Gleadless Primary School S122EJ (454 pupils)
- 0.8 miles Stradbroke Primary School S138LT (471 pupils)
- 0.8 miles Myrtle Springs School S22AL
- 0.8 miles Sheffield Inclusion Centre S22JQ (111 pupils)
- 1 mile Athelstan Primary School S138HH (519 pupils)
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|
|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.
|Melvyn Hemmings, Lead inspector||Additional Inspector|
|Deana Aldred||Additional Inspector|
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.
|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
- 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
- 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
- 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 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||107158|
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|
|Date of previous school inspection||22 June 2009|
|Telephone number||0114 239 7251|
|Fax number||0114 239 7251|