Information about the school:

SS Mary and Andrew’s is a Catholic, Voluntary Aided primary school in the Diocese of Lancaster. It is a smaller than average primary school in a semi-rural location. There are 115 children on roll, 105 of whom are baptised Catholics. The majority of pupils are from the parishes of St Mary, Newhouse and St Andrew’s, Cottam. A small minority of pupils are from the parishes of St Robert, Catforth and St Mary, Fernyhalgh. A similarly small minority of pupils are of other world faiths. The attainment of most pupils starting school in the Reception class is above average. The percentage of pupils with learning or behavioural difficulties is below national averages as is the proportion of children entitled to free school meals.  33% of pupils transferred to Our Lady’s Catholic High School at 11 in 2007.

Overall Effectiveness of the school

SS Mary and Andrew’s is a good school with many outstanding features. It has a strong Catholic ethos.

The leadership and management provided by the Governing Body, together with the experience and commitment of the headteacher and deputy headteacher are outstanding. They ensure a warm, caring environment in which all aspects of the pupils’ moral, spiritual and social development are nurtured.

The Religious Education programme is well planned with good quality teaching and learning. Provision is further enhanced through carefully presented opportunities for prayer and worship. The quality of relationships at all levels is a testament to the ethos of the school.

Staff are dedicated to the school. They are good role models for pupils and are hard working, committed and demonstrate excellent levels of care. Their teamwork is a vital force that has a positive impact on pupils’ religious development.

Learners are very well behaved, friendly and polite. They have good attitudes to learning and respond well to the many opportunities on offer. The school is committed to creating a high quality learning environment

Strong home, school, parish links ensure learners have the best possible support on their individual faith journeys.

Improvement since the last inspection

• Weekly newsletters and leaflets providing information about the RE programme have been made available in the churches. The parish priests circulate information from school at Sunday Masses and on the St Andrew’s website.

• Pupil leadership has been developed so that KS2 pupils are confident in leading worship. KS2 pupils have also worked with younger pupils to support their development and independence to lead collective worship.

• Parishioners with no family connections to the school are invited to attend class worship every half term and other services/celebrations related to the Liturgical year. There has been a significant increase in the number of grandparents and parents attending school worship each term.

Capacity to improve

The school’s capacity to improve is excellent.

• The headteacher has a clear vision of the school’s needs. She is well supported by the Governing Body, the RE subject leader and school staff.

• Staff work hard to achieve good outcomes for learners. The unity that exists within the teaching team is a strength.

• Religious Education, liturgy and worship are vital elements of the school’s life.

• Thorough self-evaluation, monitoring and assessment are supporting the development of the RE curriculum.

• The inclusive nature of the school is a great strength and is valued by governors, parents and school staff.

What the school should do to improve further:

Ensure that teachers:

• continue to plan together to guarantee focussed learning and appropriate assessments.

• continue to analyse and level RE work together.

For the headteacher and subject leader to maintain the present focus on improving the quality and range of learning experiences offered within curriculum RE by:

• supplementing the ‘Here I Am’ scheme with appropriate materials to ensure a breadth and depth in learning.

• ensuring that existing good practice in differentiating teaching and learning is shared across the school.

LEADERSHIP AND MANAGEMENT OF THE CATHOLIC LIFE OF THE SCHOOL

Inspection concurs with the school’s own assessment that the leadership and management of the Catholic life of the school are outstanding.

The success of the school is due chiefly to the leadership of the headteacher and deputy headteacher, who is also the Religious Education (RE) subject leader, and the wholehearted support of the staff team.

The dedicated headteacher and subject leader are diligent and thorough in their monitoring of overall provision. The designated governor for RE is a regular and welcome visitor into school and staff members value his input.

The school plays a significant role in its two parish communities. The presence of a small number of pupils from different cultural and religious traditions has encouraged the school to celebrate the diversity of backgrounds and this has enriched the experiences of all involved in the school.

THE QUALITY OF COLLECTIVE WORSHIP

Provision for Collective Worship is judged to be outstanding by the school and is endorsed by the inspection.

The school is committed to providing a variety of spiritual opportunities, which are relevant to the pupils and take their different personal, social and religious experiences into account.

The headteacher and subject leader monitor the quality of collective worship and the pupils’ response to it regularly. Pupils are involved in the planning, preparation and presentation of Masses and assemblies and take a full part in them.

During the inspection Y1/2 pupils had prepared a worship table, selected a story and hymn and written their own intercessions, which were hung on the class ‘prayer line’ for use during worship. Older pupils in Y5/6 had prepared a complete worship activity focussing on ‘forgiveness’. There was an example of religious symbolism being used meaningfully when two pupils lit their own candles from the gospel candle on the class altar. Accepting this ‘light of Christ’ was interpreted as taking advice from God, to use during the day. In both acts of worship good use was made of mood music, hymns, formal prayer and Bible stories/readings.

Prayer has a high profile at SS Mary and Andrew’s School. All pupils observed during inspection prayed with reverence and respect thus demonstrating a developing awareness of the importance of prayer in their lives. Reflective and personal prayer is encouraged. All learners are included and involved in collective worship.

Parents, grandparents, governors and parishioners regularly join pupils for worship and liturgical celebrations in the school and in both churches. They are involved in the faith journey of the pupils, rather than being passive observers.

RELIGIOUS EDUCATION - ACHIEVEMENT AND STANDARDS

The school judges that pupils’ achievements and standards are good and inspection confirms this judgement. The pupils have a good knowledge and understanding of religion and are able to reflect on meaning. Attainment and progress are good at both key stages and are in line with similar schools.

Pupils are confident in discussion and respond to teachers’ questioning showing good understanding and knowledge. In discussion pupils show a developing use of religious vocabulary: they are able to express their ideas and respond to questions.

Lower junior age pupils demonstrated a secure understanding of the signs and symbols used in baptism and confirmation and were able to both identify and interpret these symbols.

The school provides very well for spiritual and moral development and pupils’ response is excellent. Pupils value the beliefs of others and respect the Catholic tradition of the school and its links with the two parish communities.

Pupils are given many opportunities to develop responsibility, independence and leadership skills in school. An active school council meets on a fortnightly basis. Pupils are able to describe changes that have taken place in school following discussion at council meetings. Other pupils have roles as playground leaders and lunchtime monitors. Circle Time is used in KS1 to provide the pupils with a forum to discuss concerns and express opinions. The youngest children in the Foundation Stage can describe how good behaviour results in being chosen as a classroom leader.

During inspection, the behaviour of all pupils observed was outstanding.

RELIGIOUS EDUCATION - QUALITY OF PROVISION

The school judges teaching and learning in RE across the school to be good and this is confirmed by the inspection.

Lessons are planned with clear learning objectives and success criteria. The lesson observed made good use of ICT. Assessment for Learning strategies are being developed to encourage pupils to become more independent learners. This should remain a focus, as it will serve the school well in its drive to improve teaching and learning.

There is clear evidence that work is differentiated to meet the needs of individual learners but it is not always apparent in class teachers’ planning or in pupils’ workbooks. Differentiation for different learning groups, including the more able learners, needs to be more consistently documented. Pupils’ work is carefully assessed against criteria recommended by the Bishops’ Conference of England and Wales.

Learners demonstrated good attitudes; they listened attentively to the teacher’s input, responded to questions and settled quickly to task. Learners showed genuine interest and enthusiasm for their work in RE. There is good evidence to show that the majority take pride in the presentation of their work.

Parents are well informed regarding what is to be taught and their child’s standard of attainment and progress. They receive written information about the RE topics to be taught each term and are encouraged to support the work in class with discussion and homework. Opportunities are provided for parents to discuss their child’s progress in RE each term and a written report is provided annually.

RELIGIOUS EDUCATION - PUPILS’ NEEDS AND INTEREST

Inspection confirms that Religious Education provided is good in meeting the needs and interests of all pupils, including pupils from other world faiths.

The ‘Here I Am’ scheme has been adopted because it begins from the pupils’ own experiences. The subject leader and headteacher are both aware of the importance of a broad and balanced RE curriculum and the adopted scheme is supplemented with other materials to ensure that this is achieved. It is important that this remains a focus so that the range and quality of learning experiences continues to meet the needs and interests of the pupils.

In discussion, the pupils report that they enjoy curriculum RE and they speak warmly of past learning. Pupils take interest in their work and identify and discuss good pieces proudly.