Ofsted determine that this school is – “Overall effectiveness Inadequate.”
The Ofsted inspection took place on the 7th February 2018. The report was published on March 21st 2018.
– The Ofsted report found that the Schools overall effectiveness was inadequate.
– That the Schools leadership and management was inadequate.
– That the Quality of teaching and learning and assessment was inadequate.
– Personal development, behaviour and welfare requires improvement.
– Outcomes for Personal development, behaviour and welfare, Requires improvement
– Outcomes for pupils inadequate
– However the Early Years provision was Good!
“Sadly in my Ward of Wednesfield North we cannot afford to have continued poor results in our Local Schools. Our children only get one chance with education. Failure to deliver a good education affects their life choices, going forward. Their future must be better safe guarded, than it currently is, and your Councillors will be having a conversation with the Wolverhampton City Council about local children’s future schooling, and how pressure can be exerted on the School which is an Academy to improve its performance and quickly.”
Corpus Christi Catholic Primary Academy Ashmore Avenue, Ashmore Park, Wednesfield, Wolverhampton, West Midlands WV11 2LT
Inspection dates 7–8 February 2018
Overall effectiveness Inadequate
Effectiveness of leadership and management Inadequate
Quality of teaching, learning and assessment Inadequate
Personal development, behaviour and welfare Requires improvement
Outcomes for pupils Inadequate
Early years provision Good
Overall effectiveness at previous inspection Not previously inspected
Summary of key findings for parents and pupils
This is an inadequate school
There is not sufficient capacity in either leadership or governance. Leaders and governors have been too slow to tackle the declining performance of the school in leadership, teaching and outcomes since the school became an academy in 2015. Changes have been made too recently and too late to lead to any significant improvements. The governing body (academy committee) failed to challenge leaders over the school providing an unacceptable standard of education. Outcomes for pupils have declined over the last three years. Progress in reading was exceptionally low in 2017 for pupils in Year 6. Pupils currently in key stages 1 and 2 have not made enough progress in reading, writing and mathematics since the start of this academic year. Outcomes for pupils who have special educational needs (SEN) and/or disabilities, disadvantaged pupils, boys and most-able pupils are low. The impact of additional funding is not evaluated sufficiently by leaders. There is too much inconsistency in the quality of teaching and too many weaknesses remain. Monitoring of teaching is underdeveloped and not rigorous enough. Where leaders have identified teaching assessment to be inaccurate, it is not being tackled quickly enough. The outdated curriculum is not preparing pupils well for life in modern, culturally diverse Britain and the wider world. Stereotyped language and images are not sufficiently challenged. In some instances, they are promoted.
The school has the following strengths
Provision and outcomes are good in early years. Children are well prepared for the start of key stage 1. Those parents who responded to inspectors were universally positive about the impact of the recently appointed acting headteacher. They said relationships and communication were better. Staff were positive too.
The physical education (PE) and sport premium funding is used and evaluated well to ensure numerous sporting opportunities for pupils. Pupils’ attitudes to others and relationships between different groups of pupils are strong, as is their spiritual, moral and social development.
Inspection report: Corpus Christi Catholic Primary Academy, 7–8 February 2018 Page 2 of 14
In accordance with section 44(1) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.
What does the school need to do to improve further?
Increase capacity of leadership and governance in order to: – monitor and evaluate teaching more rigorously to ensure that it is rapidly improving – hold teachers to account for the progress of different groups of learners, including boys, disadvantaged pupils, those who have SEN and/or disabilities, and most-able pupils – ensure that action plans have clear and measurable intended outcomes which indicate who is responsible for taking action and then monitoring and evaluating the plans – ensure that teachers’ assessment is consistently accurate – secure strong leadership for SEN and the pupil premium – develop a curriculum that prepares pupils well for life in modern Britain – make sure that governors challenge and support leaders – engage more with external partners to provide robust and objective challenge – reduce absence and persistent absence further so that these are in line with the national average – overhaul the school’s website so that it meets the Department for Education (DfE) requirements for academies. Improve outcomes in key stages 1 and 2, especially in reading, and for boys, disadvantaged pupils, those who have SEN and/or disabilities and most-able pupils by: – ensuring that teaching is consistently at least good – ensuring that teachers’ planning focuses on meeting the needs of these pupils so they can make rapid progress – ensuring that additional funding is appropriately targeted and evaluated to ensure that it is leading to rapid improvements in outcomes for pupils – providing pupils with the opportunity to develop their phonics skills in key stage 2 in order to acquire a higher standard of reading – extending activities for reasoning and problem solving to enable more pupils to work in greater depth in mathematics – setting expectations for writing that are high across all subjects. Promote pupils’ cultural development so that they have a better understanding of their
Inspection report: Corpus Christi Catholic Primary Academy, 7–8 February 2018 Page 3 of 14
locality, the UK and wider world by: – extending their knowledge and understanding of other faiths and cultures – ensuring that their understanding of the wider world is more balanced towards the modern age – ensuring that cultural stereotypes are removed and consistently challenged.
An external review of governance and an external review of the school’s use of the pupil premium should be undertaken in order to assess how these aspects of leadership and management may be improved.
I strongly recommend that the school does not appoint newly qualified teachers.