Inspection Reports






School URN 373314
Name of Chair of Governors Father John Metcalfe
Name of Head teacher Mr Andrew Truby
Date of inspection 12th November , 2013
Section 48 Inspector Mrs Delia Kay

“ ........ An enthusiasm for the things of God”


The Inspection of St Thomas of Canterbury Catholic Primary School has been carried out under the requirements of the Education Act 2005, and in accordance with the Diocese of Hallam Framework and Schedule for Section 48 Inspections as approved by the Bishop of Hallam.

The process of inspection in the Diocese of Hallam has been developed as an activity of the Church to support schools in further deepening the quality of Catholic education provided.


This is a smaller than average mixed school for pupils between the age of 4 and 11 years. It is a Catholic Voluntary Academy and a member of the Our Lady Seat of Wisdom Umbrella Trust [three primary Catholic Voluntary Academies]. The three separate academies have three separate governing bodies who work together to provide a distinctively Catholic Education for their pupils. The Umbrella Trust binds the schools together legally and provides challenge and leadership capacity, with the three leadership teams taking responsibility for the success of the three schools.

The proportion of pupils who are known to be eligible for the pupil premium is well below the average. However, the proportion of pupils supported at ‘school action plus’ or with a statement of special need is well above the average; including a number of pupils who are placed within ‘resourced provision’ to meet their multiple and complex needs and disabilities. The majority of pupils are from white British backgrounds and the proportion of pupils who speak English as an additional language is well below average.

The school exceeds the current government floor standards.

Type of School  A Catholic Voluntary Academy 
Age profile of students 4-11 
Number on roll 215 
Number of students on Special Needs and Disabilities Register SA = 4   SAP = 26   IR = 5 
Number of students with a Statement of Special Educational Needs  10
Number of Catholics on roll  174 
Number of other Christian Denominations  18 
Number of other Faiths 10 
No religious affiliation
School Address  Chancet Wood Drive, Sheffield, S8 7TR 
Telephone Number  0114 2745597 
Fax Number  0114 2745599
Email  This email address is being protected from spambots. You need JavaScript enabled to view it. 
School Website www.st-tc.co.uk






How effective the school is in providing Catholic Education.

The overall effectiveness judgement is based on all the evidence available.

  • Outcomes for pupils,
  • The provision for Catholic Education
  • Leaders and Managers

Inspection Grades: 1 is Outstanding, 2 is Good, 3 requires improvement in order to be good, 4 is Inadequate


How good outcomes are for pupils, taking into account variations between groups.

The extent to which pupils contribute to and benefit from the Catholic life of the school.
How well pupils achieve and enjoy their learning in Religious Education.
How well pupils respond to and participate in the school’s Collective Worship 1

Pupils make an outstanding contribution to the Catholic life of the school and participate enthusiastically in all opportunities the school offers them. There is an active school council which recently having sought the views of pupils, instigated the building of the new climbing wall. Pupils feel their views are listened to and respected. They are keen to be involved in the Fair Trade Coffee Bar each Friday and support a different charity each half term. They are also keen to use the newly refurbished chapel and reflective garden which provides a quality opportunity for the spiritual development for all pupils. Pupils say they feel safe and a member of staff has recently reintroduced Rainbows which supports pupils who are experiencing bereavement or loss.

The quality of learning in Religious Education ranges from good to outstanding. All pupils achieve good standards in written work while some work was judged to be outstanding. ‘Pupil Premium’ pupils are tracked carefully and most make good progress. In line with Diocesan recommendations for the introduction of the formal levels of attainment in Religious Education, staff continue to build their confidence and knowledge in accurately assessing pupils’ work. Once these assessment procedures linked to the new Come and See programme have been embedded, pupils will have the opportunity to make accelerated progress to further strengthen attainment and ensure all children continue to make at least good progress.

Children say they enjoy Religious Education lessons because they are interesting. A group of children enthusiastically agreed that Religious Education was in their ‘top 3’ favourite subjects. In lessons children are on task and enjoy working collaboratively. They enjoy participating in ‘Enquiry Led Learning’ which has been adopted by the school and covers all areas of the curriculum - including Religious Education. Judaism was being taught during the Inspection week and the knowledge and understanding of this aspect of Religious Education was impressive.

Pupils’ response to and participation in Collective Worship is outstanding. Carefully planned, lively Acts of Worship enable all children from a very early age to participate fully. They are given many opportunities to lead and take responsibility for Collective Worship across the school and also many opportunities for reflection both in Acts of Worship and in classroom situations, which helps them, appreciate and develop an awareness of God. The refurbished chapel is an outstanding environment for reflection and prayer. 


How effective the provision is for Catholic Education

The quality of teaching and how purposeful learning is in Religious Education. 2
The extent to which the Religious Education curriculum promotes pupils’ learning. 1
The quality of Collective Worship provided by the school. 1

Teaching observed ranged from good to outstanding. Of the four lessons observed during the Inspection, two were judged to be good and two outstanding. A recent monitoring report carried out by a Headteacher colleague from the Umbrella Trust of schools and the Religious Education Co-ordinator, confirms that not all teaching at present is outstanding. Religious Education subject knowledge of the teachers is given a high priority, which gives confidence and clarity to teaching. All members of staff are given a book on the Mass as part of their induction. Pupils are on task during lessons and behaviour is exemplary. They say they enjoy coming to school and engage with the exciting learning opportunities on offer. Support staff are used effectively to enhance and extend learning. ICT is used effectively and confidently by pupils and a range of high quality resources are also available to enhance learning. There was a range of good and outstanding work observed in the children’s Religious Education books. Parents said they are often surprised and delighted at the Religious Education knowledge their children demonstrate and enjoy further discussing topics with them. However, they would welcome more information prior to the introduction of new topics.

The Religious Education Curriculum is outstanding and fully meets the requirements of the Bishops’ Conference of 10% of teaching time. The new Come and See programme has been enthusiastically adopted by the school and teachers have been well supported by the Religious Education Co-ordinator, as well as colleagues from the Umbrella Trust to bring about improvements in teaching and monitoring. In Year 5 & 6 it was observed that pupils were encouraged to reflect on their learning and understand the next steps needed to bring about improvement.

The quality of Collective Worship is outstanding. Liturgy is at the heart of school life and takes priority on the timetable. Pupils assist in the preparation of assemblies and participate with enthusiasm. In the outstanding assembly observed, pupils read clearly, managed the whiteboard presentation and played musical instruments. There was a real sense of participation and belonging. Statements of Belief are used successfully to promote the spiritual development of the children. The high standard of music and singing by the children is a particular feature of Collective Worship and this makes a significant contribution to the quality of celebration. The Parish Priest, also the Chair of Governors, plays an important role in the religious life of the school and regularly says Mass for the school community. Parents and carers always feel welcome to attend.


How effective the provision is for Catholic Education

How well leaders, governors and managers promote, monitor and evaluate the provision for the Catholic Life of the school and plan and implement improvement to outcomes for pupils. 1
How well leaders, governors and managers monitor and evaluate the provision for Religious Education and plan and implement for improvement to outcomes for pupils. 1

The Leadership and Management of the school is outstanding. The exceptionally well written School Evaluation Document shows an excellent understanding of where the school is, in its development of Religious Education, and gives realistic and clear direction for the future. The Headteacher and leadership team demonstrate a deep commitment to the Church’s mission in education through their hard work and the example they set. Performance objectives for all teachers are ambitious and include an underpinning Catholic ethos objective. The Religious Education Co-ordinator readily supports less experienced colleagues. A great strength of the school is having the opportunity to work alongside exceptional leaders from the other two schools in the Umbrella Trust, to develop Religious Education and the spiritual life of the school. This enables an opportunity to share expertise and further develop good practice in teaching and learning in Religious Education.

There is a strong partnership between leaders in the school and the Governors, which helps the Governors to fulfil their role effectively. This link could be further developed to include the monitoring of Collective Worship. Governors undergo training to improve their effectiveness. Governors listen to the ‘parent voice’ in the school which is much appreciated by parents.


This final section draws together all the evidence and judgements made in the preceding sections


How effective the school is in providing Catholic Education 1

The effectiveness of the school in providing Catholic Education is outstanding.

It is a warm welcoming community, where Catholic values are lived out by staff on a daily basis. The Governors, Headteacher and Senior Leaders have worked successfully to establish themselves as an Academy within the umbrella trust and this is impacting positively on the excellent quality of Religious Education provided.

The school’s mission statement is at the heart of all activity and reflects the Catholic mission of spreading the teachings of Jesus. There is an evident culture of love and respect, where achievement is celebrated, mistakes are allowed and weakness is supported.

Through the support of CAFOD, children recognise and respect the different circumstances and needs of others and realise that they can make a valuable contribution to improve the lives of the needy in the world. The Gospel value of loving one another underpins the work of the school.

The school has a good reputation within the community with Year 6 national test results improving year on year. This is a school that is not complacent but strives to improve the quality of the education for all its pupils.

In the Self Evaluation Document the leadership team has accurately identified the next steps in the development of Religious Education but the following should be added.

What the school needs to do to improve further:

  • Continue to ensure that assessment is embedded to provide accurate tracking data.
  • Ensure that Governors monitor Collective Worship throughout the school.
  • Ensure that parents are informed about what their children are learning in Religious Education.





Inspection dates 20-21 May 2014


Overall effectivenessPrevious inspection: Not previously inspected  
This inspection: Outstanding 1
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1


Summary of key findings for parents and pupils

This is an outstanding school.

  • Pupils’ achievement is outstanding. From the time they enter school, all pupils make rapid progress in English and mathematics. When they leave in Year 6, pupils reach standards that are well above average. Pupils often exceed what is expected of them. Mathematics is a particular strength.
  • Activities are highly creative and interest pupils. This ensures that every pupil achieves well by developing the skills they need in reading, writing and mathematics.
  • Pupils really enjoy learning and love the opportunities provided to learn both inside and outside of the classroom.
  • Pupils are encouraged to develop an enquiring mind and are given the freedom to work individually and with others to explore learning. They take responsibility for their own learning and support others to improve.
  • Pupils’ behaviour and safety are outstanding. The school works like a family to create a strong community where mutual respect is tangible. Attitudes to learning, even amongst the youngest children, are often impeccable.
  • The headteacher is a gifted and talented professional who is ambitious for the school. Actions reflect his relentless pursuit of high achievement. This goes alongside fostering a love of learning and the development of wellrounded children.
  • The senior leader and middle managers are equally determined that all pupils do as well as they can. Leaders check the quality of teaching and learning weekly. They work as a team to quickly eliminate any weaknesses and, as a result, teaching is improving.
  • Pupils are set challenging targets to encourage them to work towards higher levels. However, sometimes the language used to describe what they need to do is difficult for them to understand.
  • Members of the governing body care deeply about their community and rigorously support the headteacher. The Chair of the Governing Body has skilfully gathered a very strong team with a broad range of specialist knowledge. This is used successfully to hold leaders to account for their decisions. This ensures the school is improving. 

Information about this inspection

  • The inspection observed teaching and learning in 12 lessons and six phonics (the sounds made by letters) groups. Two of the lessons were jointly observed with the deputy headteacher.
  • Meetings were held with the headteacher, two members of the governing body and with the deputy headteacher and middle leaders. A telephone conversation was held with the Director of Schools for the diocese.
  • Inspectors observed the school’s work, looked at a wide range of pupil progress data, the school’s view of its own effectiveness and its performance management information.
  • Inspectors scrutinised behaviour and attendance records as well as documents relating to safeguarding and observed behaviour in all classrooms and around the school.
  • The inspectors looked at a range of pupils’ work books, listened to pupils read and talked to groups of pupils in Key Stages 1 and 2.
  • Inspectors took account of 50 responses to the online survey Parent View and a recent school survey and spoke with lunch time supervisors and parents at the beginning of each day.
  • Account was taken of the responses to 15 inspection questionnaires returned by members of the school staff

Inspection team

Pauline Pitman, Lead inspectorAdditional Inspector
Keith BardonAdditional Inspector


Full Report

Information about this school

  • This is a smaller than average primary school.
  • It became a voluntary academy in October 2012 which means there is no previous data before 2013.
  • The school works within the partnership of Our Lady Seat of Wisdom Umbrella Trust.
  • The headteacher works closely with the local primary academies and offers wider support to schools requiring improvement within the diocese. The deputy headteacher was appointed in September 2013 and three further teaching appointments have been made for September 2014.
  • Children enter the school into Reception Year from a range of nursery provisions.
  • The proportion of pupils supported through school action is lower than average.
  • The proportion of pupils supported at school action plus or with a statement of special educational needs is much higher than the national average. This is because the school has an integrated resource for five pupils with significant and complex learning needs and disabilities. In addition, there are pupils with statements whose parents have sought specialist provision for their children.
  • The proportion of pupils eligible for support through the pupil premium is well below the national average. The pupil premium is additional funding for pupils known to be eligible for free school meals and children looked after by the local authority.
  • The school meets the government’s current floor standard which is the minimum expectation for pupils’ attainment and progress.
  • The school provides a breakfast club.

What does the school need to do to improve further?

  • Use more straightforward language, especially for the least able, to describe and help pupils understand what they need to do to aspire towards even higher levels in reading, writing and mathematics. 


Inspection judgements

The achievement of pupils is outstanding


  • Children enter the Early Years Foundation Stage with skills that are often below what is typical for their age. They make rapid and outstanding progress and enter Year 1 with development often higher than expected of children of the same age.
  • Pupils continue to make excellent progress across the school. The attainment of pupils at the end of Key Stages 1 and 2 is well above average. Standards seen in books continue to rise across the school with the majority of pupils reaching very high levels in both English and mathematics. Achievement in mathematics is especially strong due to the introduction of a range of innovative strategies including a focus on enquiry and investigation.
  • Standards in reading are high because of some excellent teaching of phonics. This has led to significant improvements in the skills needed to support pupils to read and write. Older pupils read a wide range of books, such as adventure stories and factual information, enabling them to extend their knowledge and gain a love of reading.
  • The most able pupils make exceptional progress, especially in mathematics, with high proportions reaching the high Level 6. They are encouraged to take responsibility for their own learning and to stretch themselves to the limit and beyond.
  • The school is very inclusive and works very hard to ensure that all pupils achieve equally well. Pupils with special educational needs make outstanding progress. Their progress is regularly checked and they are supported superbly well. Last year, a small group of pupils in one class did not do quite so well in reading but the school quickly put in place rigorous support and additional teachers. These led to even better improvements this year.
  • The small group of pupils with very complex special needs and disabilities, who are part of the integrated resource, make important small steps towards achievement. For example, a simple physical response is accepted to show understanding of questions and instructions. All of these pupils benefit from the excellent resources available and are working towards the highest performance levels possible.
  • The number of pupils supported by the pupil premium funding, including those known to be eligible for free school meals, is too small to record their attainment. However, since the school opened, support has been individually tailored allowing them to make rapid progress. As a result, the attainment gap is narrowing in relation to others in the school.


The quality of teaching is outstanding


  • Teaching is outstanding overall because it is innovative, imaginative and inspires pupils to learn. Expectations are very high and inspiring learning experiences support pupils to progress to a higher level.
  • Staff are highly supported and appreciate the school’s drive to further develop their skills in analysing data on pupils’ progress. This ensures a consistent approach to assessment and high quality and constructive guidance for pupils.
  • An effective team approach and sharing of skills by teachers have developed imaginative and creative approaches that capture pupils’ enthusiasm. For example, adjustments to the teaching of phonics have dramatically improved teachers’ knowledge and practice.
  • Marking and feedback in pupils’ books are very strong. Pupils receive very constructive advice on how to improve. They act upon this advice and learn from their mistakes. The introduction of a system to promote different ways to learn is used consistently. For example, pupils are encourage to work together and explore different ways of thinking usung their ‘magpie cards’ .
  • As well as advice from marking, pupils also have targets to guide them to reach the next level. Sometimes, the language used is not understood easily by pupils which makes it more difficult for some pupils, particularly the least able, to challenge themselves.
  • The teaching of mathematics and English is very effective and pupils enjoy using their skills in different lessons. They explain clearly the new skills they have been taught. Excellent use of equipment in mathematics helps pupils visualise numbers and develop understanding. Pupils work confidently to solve problems and understand how to use their skills in different subjects.
  • Pupils have many opportunities to read and to write across different subjects. Activities capture their interest and inspire them to write. They enthusiastically describe visits to the theatre to see plays such as ‘The Accrington Pals,’ which was linked to their World War 1 topic. Guided reading sessions are organised well and pupils have regular opportunities to read and extend their skills.
  • Homework consolidates and extends learning very well including using the school’s online resources.
  • Year groups work exceptionally well together and pupils of different ages learn from each other. For example, the Early Years Foundation Stage and Year 1 set up a realistic alien spaceship landing on the playing field. This generated much enthusiasm and sparked outstanding opportunities for developing speaking and listening, reading and writing.
  • Teaching is outstanding in the Early Years Foundation Stage because a wide range of stimulating activities, usually topic based, are carefully planned to help children develop. Parents comment that children learn their sounds and letters very quickly and have many exciting activities to practise reading and writing and have fun.


The behaviour and safety of pupils are outstanding


  • The behaviour of pupils is outstanding. In classrooms, and around the school, behaviour is often flawless because the positive strategies used to manage pupils behaviour work very well. There is a strong sense of partnership between teachers and pupils. Pupils are proud of their school and of their work. They arrive at school with a smile and even the youngest children have developed a real sense of ownership in their community and in their ability as learners. This has led to exceptionally mature attitudes to learning.
  • Pupils develop strong friendships and learn to work alongside and support each other from an early age. They have developed a ‘friendship corner’ for anyone who is alone, a ‘Bubble Time’ provision to support pupils to manage their own behaviour and a peace garden and prayer room for reflection and calm.
  • Older pupils are encouraged to become young leaders by leading play activities at lunchtime. The school is working with an outdoor play specialist to train lunchtime staff to promote play. All pupils are trusted and play happily on the field, in the school woods and in the play caravan.
  • Pupils are well informed about all types of bullying and say this is extremely rare. The few occasions that pupils misbehave or upset others are dealt with very quickly and pupils are supported to develop good learning behaviours.
  • Parents are overwhelmingly positive about behaviour in school and say their children are kept very safe in school. Pupils and staff agree with this. Almost 100% of parents would recommend the school to others.
  • The school’s work to keep pupils safe and secure is outstanding. Great attention is given to online safety and pupils know how to keep safe on the internet. They have visits from professionals who talk about road safety and acting responsibly. Pupils work in family groups and encourage each other to keep safe.
  • Attendance was slightly below the national average in 2013 but has been above average since then and more recently well above. A small group of pupils who require very specialist support for their physical and medical needs are sometimes not well enough to come to school.


The leadership and management are outstanding


  • The headteacher is a gifted and reflective leader aiming for the school to become world class. Under his inspirational leadership, the drive to raise and maintain standards is helping pupils to develop into successful and happy young people. Since the school opened in October 2012, a broad range of creative and highly effective developments have been put in place. This has resulted in impressive improvements in the quality of teaching and in the rapid progress of pupils. The school is very well placed to improve.
  • The headteacher and staff are highly skilled in analysing information to find out what needs attention. They use this knowledge to decide whether provision is good enough. As a result, the evaluation of the school’s performance is finely tuned and accurate. Priorities are clear and supported by prompt action to raise the quality of teaching and achievement.
  • The headteacher, supported by a new deputy headteacher and other middle leaders, has put in place an extremely rigorous system to check the quality of teaching and learning. This provides crucial weekly information about teachers’ planning, pupils’ work and achievement, and any emerging difficulties. Work books show the rapid progress pupils have made since the school opened.
  • Recent refinements to the management of teachers’ performance have led to an extremely robust system that identifies success and supports individual teachers. Everyone understands what is expected of them because precise objectives are explicitly linked to progress, school development and salary rewards.
  • The deputy headteacher works successfully alongside effective middle leaders to systematically support new teachers and to check the quality of teaching and pupils’ progress. This strong leadership has led to sharing of outstanding practice and to quickly spotting any weaknesses or emerging gaps in pupils’ learning. High quality training and support are promptly put in place where they are most needed. Teachers welcome this challenge and embrace the high demands placed on them.
  • The headteacher is extremely successful in his partnership work with other schools in the diocese where he is seen as a huge asset. Expertise is shared and this supports other schools.
  • Leadership and management of the Early Years Foundation Stage and the integrated resource provision are outstanding. Leaders are involved in self-evaluation and staff use their good understanding of data to plan for pupils including those who need very specialist support.
  • The school’s arrangements for safeguarding pupils meet requirements.
  • The innovative design of the curriculum enables pupils to acquire basic skills and also excites them to extend their knowledge through a very broad range of activities inside and outside of school hours. They are encouraged to become school journalists through the newspaper club for pupils in Years 5 and 6 and willingly participate in selling Fair Trade healthy food. Pupils appreciate daily opportunities to reflect on their feelings. Their spiritual, moral, social and cultural development is a deeply embedded strength of the school.
  • The school makes good use of the primary school sport funding to develop skills amongst teachers and to increase the range of sporting activities and participation in competitions.
  • The governance of the school:
    • Governors are passionate about the school and offer the necessary skills to hold leaders to account for what is happening in school. They have expertise in finances, appraisal, and teaching and learning. Frequent learning walks through school and visits to classes ensure an informed view of the quality of teaching. Governors check that salary rewards link to performance.
    • Data on achievement are scrutinised and questions asked if a concern is identified. Pupil premium funding is high on the agenda at governors’ meetings. Leaders are constantly challenged to ensure that pupils eligible for this support benefit from the funding and that their progress and that of others is rapid.
    • The Director of Education for the diocese works closely with the school. He takes an important role in checking the effectiveness and performance of both the headteacher and the governing body. He recognises the strong relationships generated by the headteacher and values his skills and the calm authority he shares with other schools in the diocese.

What inspection judgements mean

School GradeJudgementDescription
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 improvement  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 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.

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


School details

Unique reference number 138828
Local authority Sheffield
Inspection number 440164


This inspection of the school was carried out under section 5 of the Education Act 2005. 

Type of school Primary
School Category Academy converter
Age range of pupils 4-11
Gender of pupils Mixed
Number of pupils on the school roll 215
Appropriate authority The governing body
Chair John Metcalfe
Head Teacher Andrew Truby
Date of previous school inspection Not previously inspected
Telephone number 0114 2745597
Fax number 0114 2745699
Email Address This email address is being protected from spambots. You need JavaScript enabled to view it.


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