|Name||English Martyrs Catholic Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 December 2011|
|Address||High Street, Hillmorton, Rugby, Warwickshire, CV21 4EE|
|Religious Character||Roman Catholic|
|Number of Pupils||206 (50% boys 50% girls)|
|Number of Pupils per Teacher||24.4|
|Percentage Free School Meals||6.3%|
|Percentage English is Not First Language||19.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about the school
English Martyrs is a smaller-than-average primary school. The very large majority of pupils are of White British origin. The proportion of pupils who have special educational needs and/or disabilities is lower than the national average. A small proportion of pupils have a statement of special educational needs. Their needs are mainly moderate learning difficulties, with a few with behavioural, emotional and social difficulties. The proportion of pupils who speak English as an additional language is lower than the national average and very few are at the early stages of learning English. The proportion of pupils known to be eligible for free school meals is lower than the national average. The school has attained the International Schools award, Healthy Schools status and Activemark.
English Martyrs Primary is a good school. In the majority of classes pupils make good academic progress because effective teaching moves their learning on quickly. Consequently, the overall attainment of pupils is high by the time they leave the school. This has improved since the previous inspection. Pupils enjoy school and this is reflected in their high levels of attendance, with very few pupils being persistently absent. They behave exceptionally well in lessons and, while a very few find this harder in the playground, rare incidents are managed well. Leaders and managers have maintained the focus on the highly effective care, guidance and support for pupils since the last inspection. This ensures that pupils’ personal development, such as their understanding of how to stay safe and healthy and their spiritual, moral, social and cultural development, are outstanding. Pupils show great care for each other and the impact of this stretches beyond the school so that their contribution to the wider community is also outstanding. The school uses a wide range of outside agencies to provide highly effective support for pupils, whether this is for individuals with special educational needs and/or disabilities or more widely, such as providing meaningful experiences to enrich the curriculum. Through the clear and accurate self-evaluation of the senior leaders, the school has continued to develop well, demonstrating its good capacity for sustained improvement. Although most groups of pupils make good progress, some middle-ability pupils do not always make the same gains in their learning. This is because the work is not consistently matched to their needs in lessons. Teaching assistants are not always used well enough during whole-class sessions to help these pupils achieve as well as their peers. Most pupils know their targets in literacy, although this is less secure in numeracy. While senior leaders and managers identify pupils at risk of underachievement and provide interventions to address their difficulties, the monitoring and evaluation to demonstrate how effectively this has met their needs is not rigorous enough. Consequently, these pupils make satisfactory rather than good progress. Subject leaders are enthusiastic about their responsibilities but, other than English and mathematics, do not have sufficient opportunities to monitor the effectiveness of these areas of the school’s work. Similarly, the governing body gives good support and encouragement to the school, but does not challenge the school sufficiently about the learning of different groups of pupils. The curriculum is continuing to improve, particularly in making it exciting for pupils. There are good opportunities for pupils to practise their writing skills in other subjects, but opportunities for embedding skills in mathematics and information and communication technology are less developed.