School etc

St Winefride's Catholic Primary School

St Winefride's Catholic Primary School
St Paul's Avenue
West Yorkshire

phone: 01274 677705

headteacher: Mrs Maureen Cairns

school holidays: via Bradford council

456 pupils aged 3—10y mixed gender
420 pupils capacity: 109% full

215 boys 47%


240 girls 53%


Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 414913, Northing: 429545
GPS coordinates
Latitude: 53.762, Longitude: -1.7753
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 13, 2013
Diocese of Leeds
Region › Const. › Ward
Yorkshire and the Humber › Bradford South › Wibsey
Urban > 10k - less sparse
Free school meals %

rooms to rent in Bradford

Schools nearby

  1. 0.1 miles St Paul's CofE Primary School BD61ST (203 pupils)
  2. 0.4 miles Wibsey Primary School BD61RL (702 pupils)
  3. 0.4 miles Wibsey Middle School BD61RL
  4. 0.5 miles Delf Hill Middle School BD120TN
  5. 0.5 miles Hill Top CofE Primary School BD120TL (256 pupils)
  6. 0.5 miles Netherlands Avenue School and Community Nursery BD61EA
  7. 0.6 miles Woodside Primary School and Children's Centre BD62PG
  8. 0.6 miles Woodside Middle School BD62PG
  9. 0.6 miles Woodside Academy BD62PG (394 pupils)
  10. 0.8 miles Farfield Primary and Nursery School BD62BS (453 pupils)
  11. 0.8 miles Low Moor CofE Primary School BD120NN (415 pupils)
  12. 0.8 miles Buttershaw Business and Enterprise College BD63PX (1509 pupils)
  13. 0.8 miles Buttershaw Middle School BD62BS
  14. 0.8 miles Haycliffe School BD59ET
  15. 0.8 miles Southfield School BD59ET
  16. 0.8 miles Buttershaw Business and Enterprise College BD63PX
  17. 0.8 miles Southfield School BD59ET (199 pupils)
  18. 0.9 miles Marshfield Primary School BD59DS (473 pupils)
  19. 0.9 miles Reevy Hill Primary School BD63ST (221 pupils)
  20. 0.9 miles Bankfoot Primary School BD59NR (341 pupils)
  21. 0.9 miles Grange Technology College BD59ET
  22. 0.9 miles Reevy Hill Primary School BD63ST
  23. 0.9 miles Grange Technology College BD59ET (1846 pupils)
  24. 1 mile Southmere Primary School BD73NR (363 pupils)

List of schools in Bradford

School report

St Winefride’s Catholic

Primary School

St Paul’s Avenue, Wibsey, Bradford, West Yorkshire, BD6 1SR

Inspection dates 13–14 March 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

The school benefits from a very strong senior
Overall standards have risen steadily across
The school provides pupils with a challenging
leadership team, committed governors and a
headteacher who is determined in her
ambition to create an outstanding school.
the school in recent years. Improvements in
mathematics, reading and writing have
accelerated across the school during this
academic year.
and imaginative curriculum which has
generated excitement and nurtured their
eagerness to learn and determination to
Teachers manage classes well; they have
Pupils are proud of their school, behave well
Parents are highly positive about the school.
excellent relationships with pupils and learning
in lessons is purposeful. Teachers set
ambitious targets for pupils which help to raise
levels of attainment.
and enjoy sharing their achievements with
visitors. They have trusting relationships with
adults and say that they feel safe and listened
They say that they feel welcomed, that
communication has significantly improved and
that the school is a very safe place for their
children to learn.
The quality of teaching is not yet outstanding
because tasks in lessons are not always as
challenging as they could be and do not
always match pupils' different abilities.
While the quality of data used to track pupils’
progress and attainment is good, it is not
centrally located or as easy to access as it
could be.

Information about this inspection

  • Inspectors observed 17 lessons including small-group activities, parts of lessons and the
    teaching of phonics (the links between letters and sounds). Three lessons were jointly observed
    with the headteacher and members of the senior leadership team. A lunchtime violin class was
    also observed.
  • Inspectors listened to pupils read from Years 2, 3, 5 and 6 and held discussions with three
    groups of pupils from across the school.
  • Pupils’ work was scrutinised during lessons and separately with the headteacher.
  • Inspectors took account of 33 responses to the online questionnaire (Parent View) as well as the
    school’s own surveys of parents’ views. Questionnaires completed by 45 members of staff were
    also taken into account.
  • Meetings were held with three members of the school’s governing body, including the Chair of
    Governors, and a telephone conversation took place between the lead inspector and the school’s
    professional consultant.
  • A meeting took place between the lead inspector and one parent.
  • A number of school documents were examined; these included development plans, the school’s
    self-evaluation, monitoring records of the quality of teaching, school data on pupils’ progress,
    minutes of governing body meetings, records of attendance, consultant’s reports, behaviour
    records and safeguarding documentation.

Inspection team

Lenford White, Lead inspector Additional Inspector
Dave Blackburne Additional Inspector
Deana Aldred Additional Inspector

Full report

Information about this school

  • This is larger than the average sized primary school.
  • The proportion of pupils for whom the school receives additional funding through the pupil
    premium is just below average.
  • A small but increasing proportion of pupils are from minority ethnic groups but very few speak
    English as an additional language.
  • The proportion of pupils with special educational needs who are supported at school action is
  • The proportion of pupils who are supported at school action plus or who have a statement of
    special educational needs is below average.
  • The school meets the government’s floor standards which set the minimum expectations for
    pupils’ attainment and progress.
  • The school provides an on-site breakfast club which is well attended by pupils.
  • Since the last inspection a number of staff have left the school and new staff have been
    appointed, including two newly qualified teachers and one deputy headteacher. The school’s
    senior leadership team has been reorganised as has the governing body which has a new Chair.

What does the school need to do to improve further?

  • Improve the quality of teaching so that more is outstanding by:
    ensuring that all lessons include activities which cater for the needs of all pupils, particularly
    the more able
    providing more opportunities for pupils to take responsibility for their own learning and work
    continuously challenging all pupils so that they can acquire knowledge and skills to the best of
    their ability.
  • Improve the quality of leadership and management by:

ensuring that all data are centrally located and accessible, thus enabling even better staff

monitoring of achievement and planning of lessons.

Inspection judgements

The achievement of pupils is good
  • The achievement of all groups of pupils has accelerated rapidly over the current academic year.
    This has been due to the introduction of an innovative range of new actions and teaching
    programmes which have excited pupils and motivated them to learn to the best of their ability.
  • Most children enter Nursery with skills and abilities below those expected for their age. Typically,
    they make good progress through the Early Years Foundation Stage, Key Stage 1 and Key Stage
    2 to achieve average standards by the end of Year 6.
  • This academic year most groups of pupils have made good progress and the progress of some is
    outstanding. Many pupils in Year 6 and some in Year 5 are already working at the higher levels
    expected by the end of Key Stage 2 in mathematics, reading and writing.
  • The school’s Big Six maths challenge programme, which provides six mathematical challenges
    for each year group, has raised levels of attainment for all year groups.
  • The school is very careful to ensure that all groups of pupils are given an equal opportunity to
    succeed and works quickly if the achievement of any group of pupils falls behind that of others.
  • On realising that girls in Year 6 were not achieving as well as boys, the school organised a secret
    assembly for female mathematicians only. On being informed that their performance did not
    match that of boys, the girls instantly took up the challenge of doing better. Regular
    mathematics testing shows that the impact of this challenge was immediate.
  • Phonics teaching is good. Pupils who read for inspectors read well and younger readers used
    their skills in sounding out letters to read tricky words. Pupils say that their teachers make
    reading exciting by, for example, allowing them to dress up and share their favourite books
    during World Book Day.
  • The school uses its pupil premium funding well to provide additional one-to-one support and
    small-group teaching activities for those pupils who need it. Pupils entitled to free school meals
    do better than their peers nationally, with many achieving and attaining as well as their peers in
  • The quality of support for pupils who are disabled or who have special educational needs is very
    good. The school works well with specialists to ensure that pupils in these groups develop well
    socially and emotionally and that their attainment at least matches that of their peers.
  • The achievement of pupils from minority ethnic groups and those with English as an additional
    language is also good and matches that of their peers.
The quality of teaching is good
  • The quality of teaching is not outstanding because it does not yet lead to pupils’ achievement
    being outstanding, and few lessons observed during the inspection were outstanding.
  • Teachers work hard to help pupils to fully understand how well they are doing in mathematics
    and English and know what they need to do to improve. The school’s new assertive mentoring
    programme has helped. Each term pupils have one-to-one meetings with their mentors to
    discuss their targets and the progress they are making.
  • The marking of pupils’ work is consistently good across all year groups. Teachers’ comments are
    helpful and give clear ‘next steps’ which inform pupils of what they need to do to improve.
    Opportunities are provided for pupils to say what they think about teachers’ comments; they
    often assess their own work and the work of their classmates.
  • Teachers help pupils to develop skills in working cooperatively from an early age; they work well
    together in class in pairs and in small groups.
  • Teaching is at its best in lessons that are well planned with clear, shared objectives. In such
    lessons teachers discuss with pupils what they have learned and whether they think they have
    met their success criteria. At the end of a Year 1 class pupils took great delight in sharing the
    facts that they had learned about farm yard animals, clearly distinguishing between fact and
  • Teachers are careful to ensure that pupils’ self-chosen topic homework provides opportunities to
    extend their literacy, art, information and communication technology, and design technology
    skills. For example, building on their class theme, Year 5 pupils could choose from: making an
    Anderson shelter; making a ration book; researching Second World War recipes; and creating a
    coded message to be ‘cracked’ in class.
  • In the Early Years Foundation Stage teachers are well organised and provide a good balance of
    activities, some of which are child-led. In a Reception class children were very excited as a
    number of chicks had hatched during the day; they used their language skills well to sequence
    the hatching of an egg, while other pupils built a pen for the chicks.
  • However, despite the teaching’s many strengths, not enough opportunities are provided for
    pupils to work independently and find things out for themselves, not all lessons cater for the
    needs of all pupils and higher-attaining pupils are not always as fully challenged as they could
The behaviour and safety of pupils are good
  • All pupils know that their school is working towards becoming outstanding and can clearly
    identify that working hard will help the school to achieve this ambition.
  • Pupils are polite, well mannered and welcoming. Their behaviour is typically good both in lessons
    and around the school. This makes a significant contribution to their learning and the good
    progress that they make.
  • The school’s behaviour logs confirm that bad behaviour is rare and that all incidents that infringe
    the school rules are investigated and logged.
  • Attendance has improved and is above average. Pupils say that they enjoy coming to school and
    that they find their lessons interesting.
  • Pupils say that bullying is rare and that it is always dealt with. They know that adults will always
    take their concerns seriously. Although some Year 1 and 2 pupils expressed their concerns about
    some older pupils being ‘unkind’, they said that they feel safe, that their school is good and that
    they ‘want it to be outstanding’.
  • Pupils have a good level of understanding of how to stay safe while using the internet; they
    know what cyber-bullying is and say that their teachers help them to understand all of the
    possible dangers of using the internet.
  • Members of the active school council say that one of the best things about their school is that
    ‘pupils teach other pupils’. Older pupils indicated that they enjoyed helping people to manage
    their behaviour when engaging in sports. They also said that they like to work with children in
    the Nursery and Reception classes and to help them settle into school.
  • Older pupils have a highly developed understanding of many forms of discrimination. One pupil
    commented, ‘It does not matter what colour you are here’, and noted that ‘we learn about
    Martin Luther King and other famous people from the American civil rights movement’.
The leadership and management are good
  • The school has improved since its last inspection; it has a strong senior leadership team and well
    trained teachers and teaching assistants to support it in its aspiration of becoming an
    outstanding school. The headteacher’s style of leadership has ensured that all members of the
    school community, including parents and pupils, share in this aspiration.
  • The vast majority of teachers and teaching assistants say that leaders and managers do all they
    can to promote learning and improve the quality of teaching. Newly qualified teachers say that
    they have been supported in their roles with generous professional development which has
    improved their teaching.
  • The school uses data well to track pupils’ progress, help leaders evaluate its successes and to
    inform lesson preparation. However, currently the information is not sufficiently easily accessible
    for staff to be able to make best use of it.
  • Good leadership has ensured that those in receipt of the pupil premium are performing at least
    as well as their peers nationally and that standards are continuously improving.
  • All groups of pupils now achieve at least as well as pupils nationally. Innovative ideas and good
    investment in information and communication technology have helped to maintain pupils’
    interest in education and curiosity in finding out new things.
  • The school shares its good practice with other schools and is well respected within its family of
    schools and within its group of Catholic schools.
  • Spiritual, moral, social and cultural development is an outstanding feature of the school. The
    spiritual nature of the school ensures that pupils respect each other and adults, eschew
    discrimination and have a strong sense of responsibility for themselves and others.
  • Good leadership ensures that the curriculum is enhanced through a good range of after-school
    clubs. Violin, cello and guitar are taught, often during lunchtimes, as observed when Year 2
    pupils enthusiastically developed their bowing skills alongside a blues backing track.
  • The school works closely with an independent consultant who has provided advice in a number
    of areas including improving the quality of teaching.
  • Safeguarding procedures are followed closely and meet requirements.
  • The governance of the school:
    Governors are committed; they are very supportive and do their best to help the school to
    succeed. They have been actively involved in helping the school to improve its engagement
    with parents through, for example, coffee mornings and establishing a parent engagement
    group. The governing body holds the headteacher to account and sets challenging targets;
    these are specific and, currently, relate closely to what the school needs to do to improve in
    mathematics and reading. Governors know how well individual teachers are doing and agree
    on their objectives and any pay awards or promotions. Governors keep themselves up to date
    and take advantage of training in conjunction with their local consortium of schools and
    Catholic schools partnership.

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 107331
Local authority Bradford
Inspection number 405098

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 455
Appropriate authority The governing body
Chair Paul Copley
Headteacher Maureen Cairns
Date of previous school inspection 11 April 2011
Telephone number 01274 677705
Fax number 01274 803045
Email address reveal email: off…


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