English Martyrs Catholic Primary School, A Voluntary Academy

Name English Martyrs Catholic Primary School, A Voluntary Academy
Website http://www.englishmartyrswakefield.org.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 20 September 2017
Address Dewsbury Road, Wakefield, West Yorkshire, WF2 9DD
Phone Number 01924299244
Type Academy
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 243 (51% boys 49% girls)
Number of Pupils per Teacher 23.5
Academy Sponsor The Bishop Konstant Catholic Academy Trust
Percentage Free School Meals 20.2%
Percentage English is Not First Language 29.2%

Information about this school

The school meets requirements on the publication of specified information on its website. It also complies with Department for Education guidance on what academies should publish. The school met the government floor standards in 2016. The school met the DfE’s coasting school definition in 2016. English Martyrs is an average-sized primary school. The proportion of disadvantaged pupils, those who are eligible for the pupil premium funding, is higher than the national average. The proportion of pupils with a statement or an education, health and care plan is higher than that seen nationally. English Martyrs became a voluntary academy in December 2014 as part of the Bishop Konstant Catholic Academy Trust. The trust provides the school with effective support through the local authority adviser.

Summary of key findings for parents and pupils

This is a school that requires improvement Pupils do not make rapid enough progress across most years and subjects, particularly in key stage 2. Too few pupils are leaving the school with skills and abilities in line with those achieved by most pupils nationally. The quality of teaching and learning has been too variable across key stage 2. It has not ensured that pupils are making sufficient progress from their starting points. Attendance levels are lower than national averages. Some pupils, including some disadvantaged pupils, and those who have special educational needs and/or disabilities, are absent too frequently. Staff supervising breaktimes are not vigilant in checking that all pupils are behaving appropriately. They do not intervene quickly enough to stop disagreements escalating. Systems to track the progress of pupils across school are not giving leaders coherent information. Consequently, leaders and teachers are unable to monitor pupils’ progress accurately. The provision for pupils who have special educational needs/and or disabilities is too variable and leaders are not training staff to meet the needs of the individuals or groups. The school has the following strengths Provision and standards in the early years are good. Children make good progress from their starting points and outcomes are in line with those seen for most children nationally. Provisional results show that a higher proportion of pupils reached greater depth in mathematics at the end of key stage 2 in 2017. The leadership team has strengthened and is now addressing inconsistencies in the quality of teaching, learning and assessment. Pupils are happy, they feel safe and they enjoy a broad and balanced curriculum.