St Walburga's Catholic Primary School
phone: 01274 531102
headteacher: Mrs Mary Connor
243 pupils capacity: 97% full
110 boys 47%
130 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: 413936, Northing: 437311
- GPS coordinates
- Latitude: 53.832, Longitude: -1.7897
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 14, 2012
- Diocese of Leeds
- Region › Const. › Ward
- Yorkshire and the Humber › Shipley › Shipley
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Victoria Park Preparatory School BD184RL
- 0.3 miles Bradford Central PRU BD183JE
- 0.4 miles Hirst Wood Nursery School & Children's Centre BD184NJ (121 pupils)
- 0.4 miles Airview Pre-Assessment Centre BD183JE
- 0.4 miles Saltaire Primary School BD184NR (420 pupils)
- 0.4 miles Wycliffe CofE Middle School BD183HZ
- 0.4 miles Shipley College BD183JW
- 0.4 miles Tracks BD183HZ
- 0.4 miles Wycliffe CofE Primary School BD183HZ (226 pupils)
- 0.5 miles Shipley CofE Primary School BD182PT (252 pupils)
- 0.6 miles The Old Gables BD184HX
- 0.7 miles Titus Salt School BD175RH (1458 pupils)
- 0.7 miles Heaton Royds School BD183AZ
- 0.8 miles High Crags Primary School BD182ES (448 pupils)
- 0.8 miles Glenaire Primary School BD177LY (238 pupils)
- 0.8 miles Nab Wood Middle School BD184AB
- 0.8 miles New Gables BD184AB (4 pupils)
- 1 mile Ferniehurst First School BD175QP
- 1 mile Heaton St Barnabas' CofE Aided Primary School BD94DA (391 pupils)
- 1 mile Frizinghall Middle School BD94HW
- 1 mile Netherleigh and Rossefield School BD94AY (121 pupils)
- 1.1 mile Frizinghall Primary School BD94HP (451 pupils)
- 1.1 mile Windhill CofE Primary School BD182NT
- 1.1 mile Aire Valley School BD161TZ
St Walburga's Catholic Primary School
|Inspection date(s)||14–15 May 2012|
|Unique Reference Number||107346|
|Inspect ion number||377574|
|Inspect ion dates||14–15 May 2012|
|Lead inspector||Declan McCar thy|
This inspection of the school was carried out under section 5 of the Educati on Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||253|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||2 October 2006|
|School address||Victoria Park|
|Telephone number||01274 531102|
|Fax number||01274 531102|
This inspection was carried out with two days' notice. Parts of 13 lessons were observed
taught by nine teachers. Meetings were held with a group of parents and carers, a group of
pupils, three representatives of the governing body and staff. Inspectors observed the
school's work, and looked at documentation relating to self-evaluation and monitoring,
safeguarding, reports from the School Improvement Partner, minutes of meetings of the
|Declan McCarthy |
|Additional inspector |
|Stefan Lord ||Additional inspector |
governing body, the school’s analysis of pupils’ progress and pupils’ work. The inspectors
scrutinised questionnaires returned by 74 parents and carers, as well as others completed
by pupils and staff.
Information about the school
St Walburga’s is a slightly larger than average primary school serving the local community.
Most pupils are from White British backgrounds. A few pupils are at an early stage of
learning English as an additional language. The proportion of pupils known to be eligible for
free school meals is lower than average. The proportion of pupils supported at school action
plus or with a statement of special educational needs is lower than average. The school
meets the current floor standards, which are the minimum standards of attainment and
progress expected by the government. The school provides its own breakfast club. The
after-school club, which is managed by a private provider, is subject to a separate inspection
and a report about its quality can be found on the Ofsted website.
Since the last inspection, there have been significant changes to the senior management
team. A new headteacher, deputy headteacher and senior teacher have been appointed.
The number of pupils on roll has fallen as a result of diocesan policy to reduce the size of
the school. There is a new Chair and Vice-chair of the Governing Body. The school has
achieved a number of awards, including the Gold Sing Up award for the promotion of
singing across the curriculum, Investors in Pupils, and the Inclusion Charter Mark.
Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school, which is popular with parents and carers. It is not yet
outstanding because teaching does not yet ensure outstanding learning and
achievement, particularly in mathematics.
- Pupils’ achievement is good and they make good progress in their learning. Children in
the Early Years Foundation Stage make good progress. The good progress continues
throughout the school. By the end of Year 6, attainment in reading, writing and
mathematics is significantly above the national average.
- The overall quality of teaching is good, ranging from outstanding to satisfactory.
Teachers have good subject knowledge and ensure that pupils are provided with
interesting and stimulating learning opportunities. On a few occasions, opportunities
are missed to extend pupils’ thinking in mathematics. Teaching and support for
disabled pupils and those with special educational needs is good overall, although, very
occasionally, pupils’ understanding of new mathematical ideas is not promoted well
enough. Teachers provide good feedback in lessons and when marking work, so pupils
always know how well they are doing and what they need to do to improve their
- Behaviour and safety are good. That is supported by the views of parents and carers.
Pupils are polite, courteous and maintain very good relationships with others. They
have positive attitudes to learning and their attendance is above average.
- Leadership and management are good. The headteacher, senior and middle leaders
provide clear direction for the school’s work. They are supported well by the governing
body. Self-evaluation is accurate. The leadership of teaching and good performance
management have led to significant improvements in the quality of teaching and in the
use of assessment to track pupils’ progress. The school demonstrates good capacity for
What does the school need to do to improve further?
- Build on pupils’ good achievement in mathematics by ensuring:
- the quality of teaching is consistently good
- pupils’ thinking is always challenged to higher levels in lessons
- consistency in developing pupils’ understanding of new mathematical concepts by
always explaining the technical vocabulary carefully, while using relevant
resources to demonstrate a new concept.
Achievement of pupils
Pupils achieve well throughout the school and there are no significant differences in the
achievement of boys and girls. Children’s skills on entry to the Nursery vary from year to
year from broadly typical levels to being above those typically expected. The children
achieve well from their starting points and are currently doing particularly well in language,
number, and in their personal, social and emotional development. Pupils continue to make
good progress in reading, writing and mathematics in Years 1 and 2. Parents and carers,
rightly, believe that their children are making good progress.
In 2011, pupils made above the expected progress from their starting points. School data,
lesson observations, and pupils work show that pupils are currently making good progress.
Attainment of the pupils in Year 6 is significantly above average in reading, writing and
mathematics. Pupils’ attainment in reading is also well above average by the end of Year 2
because the teaching of reading and phonics (the sounds that letters make) programme is
outstanding. Pupils at an early stage of learning English as an additional language, those
with disabilities and those who have special educational needs are making good progress
because work is matched closely to their learning needs and good support is provided to
consolidate learning. Occasionally, a few lower-attaining pupils do not always develop
sufficient understanding of new mathematical concepts because the technical vocabulary is
not always explained carefully enough and resources are not always chosen well to
demonstrate the new mathematical concept.
Pupils, usually, make at least good progress in lessons, with satisfactory progress seen in
only a few lessons. The balance between well-planned indoor and outdoor learning
activities, which stimulate children’s imagination and enjoyment, ensures that they make
good progress in the Nursery and Reception classes. In a mathematics lesson in Year 2, all
pupils made good progress in understanding and recording data because learning activities
were matched precisely to different levels of ability and teaching assistants provided
consistently good support in demonstrating the handling and recording of data. Particular
strengths in learning were seen in two Year 6 English lessons, when pupils made rapid
progress because teachers focused sharply on the criteria for pupils to reach the higher
levels and checked that their writing reflected the higher levels. In a few satisfactory
lessons, tasks were sufficiently challenging for most pupils, but not all. For example, in one
lesson opportunities were missed to extend mathematical thinking for a few pupils.
Quality of teaching
This inspection supports the views of parents and carers that teaching is good. Teachers
build systematically on pupils’ prior learning when teaching new concepts and ensure that
learning tasks are matched to particular needs. In the Early Years Foundation Stage,
children’s prior knowledge of colours was used to develop their skills in mixing colours to
produce new ones, which they enjoyed greatly. Teachers provide a variety of activities to
stimulate learning, which was seen, for example, in a Year 4 mathematics lesson, when
pupils were choosing a range of problem-solving activities of varying degrees of difficulty,
which were positioned at various points within the classroom. The pupils worked
enthusiastically together to solve their problems, checking how well they had done against
clear assessment criteria. Skilled use of questioning enabled pupils to extend their thinking.
In a Year 6 literacy lesson when pupils were working at the higher levels, good questioning
linked to the text and the learning objectives, together with a brisk pace, engaged pupils
fully in learning and ensured they made good progress towards the higher National
Curriculum levels in writing. However, in a few lessons where teaching was satisfactory,
opportunities were missed to extend the learning of some pupils who already had a good
understanding of the concept. Numeracy, literacy, and information and communication
technology are promoted well within different subjects, such as science, religious education,
history, and geography and through project work with partner organisations, such as the
creation of mystery boxes and motorised model vehicles.
The teaching of reading and phonics is outstanding throughout the school because all staff
have benefited from well-targeted training and support in best practice for teaching phonics
and guided reading. As a result, pupils’ attainment is well above average and they achieve
consistently well from their above average starting points in reading. Teaching and support
for pupils with special educational needs is good overall, although, very occasionally, pupils’
understanding of new mathematical ideas is not promoted well enough.
Assessment is mostly used well to match learning tasks to different abilities and to plan and
develop one-to-one and small group intervention programmes for pupils who have fallen
behind in their learning. Teachers provide good feedback in lessons and in marking, so that
pupils know how well they are doing and what they need to do to improve. Parents and
carers are satisfied by the regular homework set by teachers to consolidate learning. Pupils’
spiritual, moral, social, and cultural development is enhanced through the excellent
relationships staff maintain with pupils and good opportunities for pupils to learn together in
pairs or small groups. It is also enhanced with opportunities for them to take responsibility
for their own learning by working independently. Pupils are provided with very good
opportunities for reflection, when, for example, they consider the impact of poverty in
communities throughout the world.
Behaviour and safety of pupils
Pupils’ behaviour and safety are good throughout the school. Most parents and carers
believe that behaviour is good and that the school ensures their children stay safe and are
free from bullying. Children in the Early Years Foundation Stage play and move around from
one activity to another safely and their behaviour seen during the inspection was
outstanding. Pupils stay safe around the school and they respond well to the good
management of behaviour by staff. This is reflected in their good behaviour in lessons and
contributes to their positive attitudes to learning. Occasionally, the pupils’ behaviour is
outstanding, as seen in Year 6 lessons, where pupils demonstrated a very mature attitude to
learning in listening carefully to and respecting the views of others greatly. The school
implements its anti-bullying policy effectively. Pupils are becoming increasingly aware of the
different types of prejudice-based bullying. They say behaviour is good and that any rare
occurrence of bullying is dealt with quickly and effectively by staff. Pupils’ attendance and
punctuality are good with above-average attendance in the school.
Leadership and management
Strong leadership and direction from the headteacher has led to the development of good
leadership at all levels throughout the school. As a result, all staff and the governing body
are committed to driving improvements. That is reflected in the good improvement made
since the last inspection, with much-improved assessment systems and a significant increase
in the proportion of good teaching. The school’s self-evaluation is accurate and is based on
close and regular monitoring of teaching and learning. Leaders use the outcomes of the
monitoring of teaching and learning and the school’s accurate data on pupils’ progress and
achievement well to establish clear and relevant priorities for improvement. Performance
management is also used well to acknowledge the clear strengths in teaching and identify
and address any relative shortcomings, through training, mentoring and support. Gaps in
the performance of different groups are narrowing as a result of good promotion of equal
opportunities, through careful tracking of pupils’ performance and the intensive support
programmes provided for those who require them.
The governing body provides good support and levels of challenge for the work of the
school through, for example, focused visits to monitor and review aspects of the school’s
work and regular attendance at school functions. The governing body ensures statutory
requirements are met, particularly for safeguarding. Training in child protection is up to date
and all staff and visitors are vetted thoroughly to ensure pupils’ safety and well-being.
Leaders have ensured that the school’s curriculum provides well-organised, imaginative and
effective opportunities for learning. In particular, there is strong emphasis on spiritual,
moral, social, and cultural education through, for example, participation in the local
community and as active school councillors. Regular ‘creative weeks’ and visiting artists
contribute effectively to pupils’ high-quality art work in school. Strong partnerships with local
schools and organisations such as the cathedral choir have an equally strong impact on
learning and enjoyment. As a result, pupils have an excellent reputation for singing within
the community, which is reflected in the achievement of the Gold Sing Up award. The very
good opportunities to enrich pupils’ learning through a wide range of sports have led to the
achievement of a number of awards.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding school |
provides exceptionally well for all its pupils' needs.
|Grade 2||Good||These are very positive features of a school. A school that is |
good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school |
is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant improvement in
order to meet the needs of its pupils. Ofsted inspectors will
make further visits until it improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||9||55||28||8|
New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors
make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent judgements
that were made under the school inspection arrangements that were introduced on 1 September 2009. These
data are consistent with the latest published official statistics about maintained school inspection outcomes
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Primary schools include primar y academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special academy
converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their learning and |
development taking account of their attainment.
|Attainment:||the standard of the pupils' work shown by test and |
examination results and in lessons.
|Attendance||the regular attendance of pupils at school and in lessons, |
taking into account the school's efforts to encourage good
|Behaviour||how well pupils behave in lessons, with emphasis on their |
attitude to learning. Pupils' punctuality to lessons and their
conduct around the school.
|Capacity to improve:||the proven ability of the school to continue improving based |
on its self-evaluation and what the school has accomplished
so far and on the quality of its systems to maintain
|Floor standards||the national minimum expectation of attainment and |
|Leadership and |
|the contribution of all the staff with responsibilities, not just |
the governors and headteacher, to identifying priorities,
directing and motivating staff and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are developing
their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their inspection of
|Progress:||the rate at which pupils are learning in lessons and over |
longer periods of time. It is often measured by comparing
the pupils' attainment at the end of a key stage with their
attainment when they started.
|Safety||how safe pupils are in school, including in lessons; and their |
understanding of risks. Pupils' freedom from bullying and
harassment. How well the school promotes safety, for
16 May 2012
Inspection of St Walburga's Catholic Primary School, Shipley, BD18 4RL
Thank you for making us feel so welcome when we visited your school recently. We
were very impressed with your singing and your good behaviour in school. Thank
you for telling us about your school and sharing your views with us. You told us how
much you enjoyed being at school. We agree with you and your parents and carers
that yours is a good school. Here are some more good things we found out about
- You are all achieving well, especially in reading and you are making good
progress in learning.
- Teaching is good and teachers make learning interesting for you.
- Your behaviour is good in lessons and around the school and you know how to
- You show great respect for adults and are helpful and kind towards each other.
- Your school is well led and managed; all the staff want to make it even better
I have asked the school to make sure you do even better in mathematics by always
making you think harder in lessons and in the activities provided for you to do at
home. I have also asked the staff to make sure that when you find mathematics
learning difficult that they explain things more clearly to you and give you the
resources which will improve your understanding. You can help by asking for
harder work , when you find it too easy.
Thank you once again for sharing your views with us.