The Rosary Catholic Primary School
phone: 020 85704942
acting headteacher: Ms Tressa Paczek
420 pupils capacity: 113% full
255 boys 53%
220 girls 46%
Last updated: June 20, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- Open date
- Sept. 1, 2007
- Reason open
- Result of Amalgamation
- OSGB coordinates
- Easting: 513081, Northing: 177758
- GPS coordinates
- Latitude: 51.487, Longitude: -0.37273
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 25, 2014
- Archdiocese of Westminster
- Region › Const. › Ward
- London › Feltham and Heston › Heston East
- Urban > 10k - less sparse
- Free school meals %
- The Rosary Catholic Junior School TW50RL
- 0.1 miles The Rosary Infant and Nursery School TW50RL
- 0.2 miles Heston Junior School TW50QR
- 0.2 miles Heston Primary School TW50QR (465 pupils)
- 0.3 miles Heston Infant and Nursery School TW50QR
- 0.3 miles Westbrook Primary School TW50NB
- 0.3 miles Heston Community School TW50QR
- 0.3 miles Heston School for the Deaf C.O. Heston Secondary School TW50QR
- 0.3 miles Heston Community School TW50QR (1220 pupils)
- 0.3 miles Westbrook Primary School TW50NB (548 pupils)
- 0.5 miles Norwood Green Junior School UB25RN
- 0.5 miles Norwood Green Infant and Nursery School UB25RN (393 pupils)
- 0.5 miles Khalsa VA Primary School UB24LA (350 pupils)
- 0.5 miles Norwood Green Junior School UB25RN (348 pupils)
- 0.5 miles St Marys Church of England Primary Norwood Green UB24LE
- 0.6 miles Wolf Fields Primary School UB24JS (413 pupils)
- 0.6 miles Springwell Junior School TW50AG (375 pupils)
- 0.6 miles Wolf Fields First School UB24JS
- 0.6 miles Wolf Fields Middle School UB24JS
- 0.7 miles Springwell Infant and Nursery School TW59EF (458 pupils)
- 0.7 miles Lampton School TW34EP
- 0.7 miles Lampton Academy TW34EP (1467 pupils)
- 0.8 miles Clifton Primary School UB25QP (391 pupils)
- 0.8 miles Berkeley Primary School TW59HQ (455 pupils)
The Rosary Catholic
10 The Green, Heston, London, TW5 0RL
|Inspection dates||25–26 February 2014|
|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:
| The headteacher and her strong team of |
High-quality teaching in the Early Years
Pupils who join the school speaking little or
senior and middle leaders, teachers and
support staff have ensured that standards in
English and mathematics are broadly
average. Given pupils’ significantly lower
starting points, this represents good progress
which results from good teaching.
Foundation Stage enables many children to
reach a good level of development by the
time they leave Reception.
no English develop confidence and rapidly
acquire language and communication skills
that enable them to catch up quickly.
| Support staff, who work with pupils in need of |
Strong personal, spiritual, moral and cultural
The school’s investment in a new reading
The governing body effectively holds the
extra help, make an invaluable contribution to
pupils’ successful learning.
development is at the heart of the school’s
success and underpins pupils’ good behaviour.
scheme has ensured that pupils develop strong
reading skills across the school and that they
read more widely. As a result, pupils are
enabled to make good progress in reading
from an early age.
school to account for its performance, the
management of its finances and safety.
| Until recently, too many pupils have not |
More-able pupils are not always given more
Insufficient opportunities are provided for
attended school regularly.
demanding work as soon as they are ready to
work at the next level, especially in English.
pupils to write at length in both English
lessons and other subjects.
| Not all teachers check whether pupils improve |
Not all subject leaders are experienced enough
their marked work and the quantity and quality
of homework is too variable.
to pinpoint precisely how to accelerate pupils’
progress in their subject areas or are skilled at
holding staff to account for their pupils’
|Inspection report:||The Rosary Catholic Primary School, 25–26 February 2014||2 of 9|
Information about this inspection
- Inspectors observed 26 lessons, seven of which were jointly observed with the headteacher, the
deputy headteacher and the assistant headteacher. Inspectors undertook a series of short visits
to other lessons across the school, observed an assembly and listened to children read.
- Meetings were held with staff and pupils. The lead inspector met with the Chair of the Governing
Body and two other governors. She spoke to a representative from the local authority by phone.
- Inspectors took account of the 29 responses to the online Parent View survey and a recent
school questionnaire as well as the views of parents and carers they met. Inspectors also
considered the 34 responses to the staff questionnaire.
- Inspectors scrutinised a range of documentation, including national test results and the school’s
own information about pupils’ achievement, the school’s self-evaluation, improvement plans,
safeguarding policies, and records and documents relating to staff performance.
|Lesley Leak, Lead inspector||Additional Inspector|
|Patricia Dodds||Additional Inspector|
|David Webster||Additional Inspector|
|Inspection report:||The Rosary Catholic Primary School, 25–26 February 2014||3 of 9|
Information about this school
- This is a larger-than-average size primary school which has two forms of entry.
- The proportion of pupils who are eligible for the pupil premium, which provides additional
funding for children in the care of the local authority, pupils known to be eligible for free school
meals and those from service families, is average.
- A very high proportion of pupils are from minority ethnic families.
- The proportion of pupils speaking English as an additional language is well above the national
average. A quarter of these are at an early stage of learning to speak English. The highest
proportion of children with little or no English is currently in Nursery and Reception.
- The proportion of disabled pupils and those who have special educational needs is in line with
the national average. The proportion supported at school action plus or who have a statement of
special educational needs is above average.
- The current headteacher’s post was made substantive in March 2012.
- The school meets the government’s floor standards, which set the minimum expectations for the
pupils’ attainment and progress in English and mathematics.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching by:
ensuring that the more able pupils are challenged as soon as they are ready for more
demanding work, especially in English lessons
making sure that pupils know their targets and are given time to act upon the advice given in
ensuring that homework is consistently set and appropriately challenging
providing more opportunities for writing at length in English lessons and other subjects.
- Strengthen subject leaders’ roles by:
developing the skills of subject leaders so they can pinpoint precisely what needs to improve,
when undertaking checks relating to the quality of teaching, and to hold teachers to account
for the progress pupils make.
- Further improve attendance.
|Inspection report:||The Rosary Catholic Primary School, 25–26 February 2014||4 of 9|
|The achievement of pupils||is good|
- Most children in the Early Years Foundation Stage enter Nursery with skills and knowledge at
significantly lower levels than expected for their age. Children learn extremely well as a result of
the consistently good teaching they receive and, by the end of Reception, many have reached a
good level of development. This is good achievement, given the very high proportion of pupils in
Nursery and Reception who are in the early stages of speaking English. Over the course of Years
1 and 2, most pupils continue to make good progress in English and mathematics, securing
attainment which is broadly in line with that seen nationally.
- The strong focus on promoting good language and communication skills from an early age helps
pupils, especially those who are learning English as an additional language or who join late, to
become confident learners who respond readily to questions and show positive attitudes to the
challenges they are set.
- The phonics checks (linking letters and sounds) for six-year olds in 2012 and 2013 demonstrate
exceptionally good phonics skills and this is having a strong impact on pupils’ reading which is
secure in Key Stage 1. Evidence from this inspection shows that pupils’ reading is starting to
improve further up the school as a result of a new reading scheme that has been introduced and
because pupils benefit from regular access to a well-equipped and stimulating library.
- Pupils in the upper part of the school started Key Stage 2 with attainment which is below that
expected for their age. Now when they leave Year 6, most pupils reach standards which are
broadly in line with national levels in English and mathematics, as a result of the good teaching
- Standards in writing and mathematics are improving in the upper part of the school because
time has been made for pupils to be taught in ability groups, where they are given work which is
suitable for every pupil’s needs.
- The proportion of pupils achieving in both English and mathematics at the highest levels is
broadly in line with that seen nationally. However, not enough of the more able pupils, especially
boys, are achieving the highest levels in reading. In some lessons, particularly in English, the
more able are not given more demanding work as soon as they are ready and this limits the
progress they can make.
- The school actively promotes equal opportunities and tackles discrimination by ensuring pupils
who are not making sufficient progress are given extra help to achieve well. Regular checks on
pupils’ progress mean that anyone who needs extra help is quickly identified and provided with
specific support. Consequently, most pupils who are disabled and those with special educational
needs and those for whom English is an additional language make good progress.
- There is currently no gap in attainment between pupils supported by the pupil premium funding
and other pupils in English and mathematics. Pupils eligible for support from the pupil premium
funding initiative are making more progress in English and mathematics when their average
point scores are compared with similar groups nationally. This is because the funding has been
effectively spent on meeting the needs of identified pupils through additional support and other
small-group activities to accelerate progress in English and mathematics.
|The quality of teaching||is good|
- Good teaching is enabling successful learning in English and mathematics as well as in other
subjects such as religious education. Teachers know their classes well and have high
expectations for pupils’ behaviour and achievement.
- In the Early Years Foundation Stage, staff provide a stimulating and caring learning environment
both indoors and outdoors, where children quickly become confident learners and make good
progress. Benefiting from a good range of activities to extend their language and communication
skills, children demonstrate high levels of engagement. Appropriately supported to write, count
and read, pupils are well prepared for Year 1. For example, during this inspection, a group of
children in Reception were absorbed in using their newly acquired phonics knowledge to write a
letter to an imaginary pirate while another group, working on their mini-whiteboards,
successfully added numbers under 10 together.
|Inspection report:||The Rosary Catholic Primary School, 25–26 February 2014||5 of 9|
- Increased gains in pupils’ mathematical knowledge and understanding result from teaching
which is directed to suit every pupil’s needs. In particularly effective sessions, pupils are
expected to apply what they have learned to real-life problem-solving situations which demand a
high level of mathematical understanding and skills. For example, learning was exceptional in
mathematics where more-able Year 5 pupils were revising equivalent values so that a group of
high-attaining pupils successfully worked out how many children would not have milk if only
30% of 180 children receive milk every day.
- Adults who support pupils in need of additional help, including disabled pupils and those who
have special educational needs or who are in the early stages of learning to speak English as an
additional language, are making a remarkable contribution to their rapid progress because they
are highly effective in meeting pupils’ specific learning needs. This is often through one-to-one
tuition or small-group work. Staff are expertly led and well briefed on how best to support these
pupils and as a result they become successful learners. In one exceptionally inspiring Year 6
‘booster’ literacy class, pupils who are in the early stages of speaking English were both
presenting and evaluating each other’s talks about ‘child labour’ as part of their class topic.
Learning to translate sentences in their home languages into English successfully broadened
their language skills and deepened their confidence in speaking English.
- There are insufficient opportunities in some English lessons, as well as in other subjects, for
pupils to write at length and thereby improve their confidence with a wide range of writing
- Teachers do not always check whether more-able pupils find the work too easy or too difficult in
order to set harder work for them when they are ready.
- Marking is regular, but in some classes pupils are not always clear about their targets. Teachers
frequently provide useful guidance about how pupils can improve their work but sometimes this
is not responded to by pupils. The homework which teachers set is too variable in quality and
quantity and so does not always reinforce the learning carried out at school.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Inspectors agree with the parent or carer who awarded the
school ‘two thumbs up’ for its strong discipline, work ethic and welcoming atmosphere. Pupils
are unreservedly polite and courteous to one another and there is a strong community feeling to
- Pupils value the many opportunities to take on important roles and responsibilities, such as
having a role in the school council, or being a story writer for the school’s newspaper, a bank
clerk, a library ambassador or a youth leader.
- Good behaviour routines are well established and any ‘off-task’ behaviour is managed effectively
by the teachers and support staff. As a result, pupils generally respond quickly to staff
instructions and settle down to work in lessons right from the start.
- Pupils demonstrate strong attitudes to learning. They are friendly and supportive of one another,
working well together in groups.
- Pupils’ attendance has not been good enough for some time with above average numbers of
pupils persistently absent from school. Since last September the situation has improved and
attendance figures are now broadly in line with those seen nationally because the school’s
systems to rectify the situation have been effective.
- The school’s work to keep pupils safe and secure is good. Pupils have a good understanding of
how to stay safe. Their understanding of the different types of bullying is secure and they say
that bullying rarely happens but when it does the school deals with it swiftly.
- Pupils are fully aware about internet safety and have been taught about road safety. Older
pupils are provided with ‘safer cycling’ training. The school’s newly installed electronic gates are
closely monitored and the school’s premises staff undertake regular risk assessments to check
that the pupils are kept safe. Pupils who spoke with inspectors confirmed that they feel safe and
well cared for.
|Inspection report:||The Rosary Catholic Primary School, 25–26 February 2014||6 of 9|
|The leadership and management||are good|
- The headteacher and her highly effective team of senior leaders, governors, teachers and
support staff are working successfully as a team to raise standards.
- Central to this picture of improvement is the school’s clear view of its own strengths and
weaknesses and its investment in high-quality professional development and training for staff
that is closely linked to the Professional standards for Teachers.
- Many of the school’s middle leaders are new to their roles and, while they take an active role in
monitoring the quality of teaching in their subject areas, through’ book looks’ and regular ‘pupil
progress’ checks, they are not yet sufficiently experienced at identifying exactly what needs to
improve or ensuring that class teachers are accountable for the learning and progress their
pupils make in their subject areas.
- The curriculum provides an exciting range of opportunities to meet the needs, abilities and
interests of the pupils. It is of a high quality for the youngest learners and broadened by a
variety of enrichment activities such as visiting authors during ‘Book Week’ and clubs, including
guitar, choir, sports, chess, gardening and cooking. Pupils enjoy their active partnership with
Mbabzi School in Malawi, as pen pals and through fund raising. New approaches to reading,
including boy-friendly texts, are fostering a love of reading more effectively than previously.
However, there are too few opportunities for pupils to write at length in English lessons and in
other subject areas, apart from religious education, and the needs of the most able are not
- There are many opportunities for pupils to participate in activities that promote their social,
moral, cultural and spiritual development and which allow good behaviour to flourish. Time is
made for spiritual reflection and prayer and Christian morals and values underpin the life of the
school. At the same time, the school arranges visits to a range of religious buildings and ensures
that pupils understand and respect faiths which are different from their own.
- The school makes good use of the additional funding it receives for sport by employing a sports
coach who has broadened the range of sports available and is training staff to ensure this
provision remains ongoing. The school is aware of the need to monitor participation rates in
sports activities after school, to ensure that as many pupils as possible are involved in order to
develop healthy lifestyles and better physical well-being.
- The local authority provides effective ‘light touch’ support in recognition of the school’s good
- The governance of the school:
The governing body makes an effective contribution to the quality of education the school
provides. The governing body knows how the school performs against national standards and
pays close attention to the school’s assessment and pupil performance information. Governors
know how the pupil premium funding is allocated and are rightly proud that the achievement
gap has narrowed as a result.
Governors have a clear awareness of the main strengths within teaching and how well pupils
They have had relevant training about keeping the school under review and rigorously follow
up on areas where the school could be doing better, with notable impact.
The governors hold the headteacher to account for the school’s performance and the
management of its finances which are sound.
Governors have overseen a new pay policy for staff and are aware of the need to monitor the
link between how well staff perform and the salaries they receive.
Governors encourage parents and carers to engage with the school. They make sure that
safeguarding arrangements meet statutory requirements.
|Inspection report:||The Rosary Catholic Primary School, 25–26 February 2014||7 of 9|
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.
|Inspection report:||The Rosary Catholic Primary School, 25–26 February 2014||8 of 9|
|Unique reference number||135261|
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||475|
|Appropriate authority||The governing body|
|Headteacher||Mrs T Paczek|
|Date of previous school inspection||12–13 January 2009|
|Telephone number||020 8570 4942|
|Fax number||020 8570 8874|