Holy Cross Catholic Primary School

Address: Tracyes Road, Southern Way, Harlow, Essex CM18 6JJ

Telephone: 01279 424452

Headteacher: Miss S McGuiggan

Holy Cross Catholic Primary School is a primary school for boys and girls. The age range of the pupils is 5-11.

On Thursday 20th January 2005 Bishop Thomas joined with Governors, parents, staff and visitors, at Holy Cross School, to bless and to open the new buildings. It was a very special occasion, and the Bishop stressed that the buildings symbolised a new beginning, and also the tremendous work and changes that have taken place at Holy Cross School, over the last three years. He thanked everyone for all that they had done, and gave words of encouragement and hope for the future.

Information About the School

(source: 25-26 June 2003 OFSTED inspection report)

Holy Cross Catholic Primary School is situated in the south of the town of Harlow, in Essex. Most of the 181 pupils are from Catholic families who live in the local area, which comprises a mix of owner-occupied and local authority housing. The school's roll has declined slightly over the past two years. About eight per cent of the pupils are eligible for free school meals. There is little ethnic diversity in the area, and the school's intake reflects this. A few pupils are of African and Caribbean origin and a small number speak English as an additional language, although none is in the early stages of learning the language. There are 31 pupils who have been identified as having special educational needs, including one who has a Statement of Special Educational Need.

Main Findings

1. standards of attainment are rising. The youngest pupils make good progress in the reception class and most are on course to achieve the goals expected for their learning at the end of the reception year. The proportion of pupils reaching the expected Level 2 in the recent national tests for seven-year-olds has increased in reading, writing and mathematics. The classteacher's assessments show an increase in the proportion of 11-year-olds who are expected to attain the nationally expected level in English, but a fall in mathematics and science. Nevertheless, the pupils in Year 6 have made steady and sometimes good progress over the year;
2. the pupils generally achieve sound standards in lessons. However, there is insufficient emphasis on developing the pupils' investigative skills in mathematics and science;
   overall, the pupils make sound progress. Many are making up the ground they have lost in previous years. Those pupils who have special educational needs are given good support and make progress in line with their classmates. Some higher attaining pupils are not always sufficiently challenged and could make even better progress;
3. the pupils' attitudes to learning are generally good and they are keen to learn. They co-operate well, work hard and respond positively to the high expectations for their behaviour and the standards they should achieve. In a few lessons where the teaching was not well organised, the pupils lost concentration and learning slowed;
4. the quality of teaching was at least satisfactory in almost all of the lessons and there was a significant proportion of good teaching. There has been a significant improvement in the quality of teaching in the middle years of Key Stage 2, and teaching in the reception class is a particular strength of the school;
5. there are satisfactory systems for planning the curriculum and for assessing and recording the pupils' attainment and progress;
6. the school's curriculum is broad and suitably balanced. Good links are increasingly made between different subjects. Well-planned visits to places of educational interest and regular visitors to the school add a rich dimension to the pupils' experiences and enhance their learning;
7. the headteacher provides secure and purposeful leadership. She has brought about significant improvements in a short space of time. She has a clear vision for the school and her energy and enthusiasm are shared by other members of staff. The senior management team has grown in experience and the part it plays in directing the work of the school, although there is scope to develop the wider management role of the deputy headteacher. Subject leaders are giving an increasingly strong lead in their subjects but their levels of expertise vary. Further work is needed to enable all to carry out their responsibilities effectively;
8. the work of the governing body has improved a good deal. Governors are increasingly holding the school to account and determining its future direction;
   the school promotes the pupils' personal development well. Provision for their spiritual, moral, social and cultural development is good, with particular strengths in social and cultural development;
9. the pupils' behaviour is usually good. The pupils respond well to the school's systems for managing their behaviour and to opportunities to take responsibility and help others;
   the pupils have a growing sense of pride in their school. They enjoy opportunities to represent the school in sporting events and to dance and perform music at public events.

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