St Agnes’ Catholic Primary School

About St Agnes’ Catholic Primary School Browse Features

St Agnes’ Catholic Primary School


Name St Agnes’ Catholic Primary School
Website http://www.stagnescrawcrook.co.uk/
Ofsted Inspection Rating Good
Inspection Date 12 March 2019
Address Rosedale Road, Crawcrook, Ryton, Tyne and Wear, NE40 4UN
Phone Number 01914132184
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 200 (45% boys 55% girls)
Number of Pupils per Teacher 23.2
Local Authority Gateshead
Percentage Free School Meals 3%
Percentage English is Not First Language 0.5%
Persisitent Absence 2.3%
Pupils with SEN Support 16%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This school is smaller than the average-sized primary school. Most pupils are White British. The proportion of disadvantaged pupils eligible for the pupil premium is below average. The proportion of pupils with SEND support is above average, but below average for the proportion of pupils with an education, health and care plan. The proportion of pupils who speak English as an additional language is below average. The school offers a range of clubs and activities after school. The school is designated as having a religious character and received a Section 48 inspection in December 2018

Summary of key findings for parents and pupils

This is a good school Leaders, including governors, have an accurate view of the school’s strengths and weaknesses. The headteacher has taken swift action where improvements were needed, particularly to check on the impact of teaching and learning upon pupil outcomes. These improvements, especially those to check on the progress made by the most able pupils, are not embedded. Some middle leaders are new to their roles. They have accessed relevant training, which has developed their subject knowledge. Their role in monitoring the impact of their work is not fully established. Leaders provide a varied curriculum. Many opportunities for pupils’ social, moral, spiritual and cultural development enrich pupils’ personal growth. However, some teachers’ expectations of pupils’ presentation of work, across all subjects, are too low. Pupils with special educational needs and/or disabilities (SEND) make good progress from their starting points, due to effective support. Pupils’ behaviour, in lessons, and around school, is exemplary. Pupils are polite, respectful and considerate to others. Governors bring a wide range of skills and experience to their roles. They have an accurate view of the school’s overall effectiveness. The quality of teaching is good. Teachers and teaching assistants are skilled and have secure subject knowledge. Work set for the pupils, particularly the most able, in developing their reasoning and problem-solving skills in mathematics, is not sufficiently demanding. New approaches have started to improve the outcomes of current pupils, including the most able disadvantaged pupils Children in Reception make a very strong start to their school life because of highly effective leadership of early years. The quality of teaching and learning is inspirational. The proportion of children exceeding the early learning goals is above the national average. The transition from Reception to key stage 1 does not enable pupils to build progressively on their strong foundations. This is due to lower expectations of what pupils can achieve. Pupils demonstrate that they have a strong understanding of the school’s Christian values. This helps them to understand the importance of British values and they can relate them to many aspects of their learning. Leaders promote a strong culture of safeguarding. Leaders place high priority on providing effective pastoral support for vulnerable pupils and their families.