St Anne’s Catholic Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. The acting headteacher has ensured that improvements in teaching and learning have continued. She has high expectations of teachers and pupils.

Pupils make good progress across the school, particularly in reading, writing and mathematics. They develop the skills they need to succeed in their learning, and reach standards which are above average by the end of Year 6. Different groups of pupils make similarly good progress, including disabled pupils and those with special educational needs, those who speak English as an additional language, and the most able.

Leaders frequently review the support given to pupils, and adapt it where necessa...ry. Teaching is good because senior leaders make sure teachers know what is necessary for good learning to take place.The school's constant focus on striving for excellence is increasing the rate of pupils' progress.

The early years provision is effective. Good teaching and well-planned activities ensure children develop the skills and knowledge they need to be confident learners. Behaviour is good because most pupils are eager to work hard.

When teachers harness this enthusiasm effectively, pupils produce a great deal of work. Pupils are proud of the work they do and make sure it is neatly presented. They particularly enjoy reading, which is taught well and strongly valued in the school.

Pupils feel very safe at school because they know the adults care about them. They are well informed about how to keep safe, for example when using the internet. They know that any worries will be dealt with quickly.

Pupils' spiritual, moral, social and cultural development is exceptionally strong because it is given a high priority. Governors and leaders work together effectively to check how well the school is performing, and to continue bringing about improvements. They make sure all statutory requirements are met, particular about keeping pupils safe and secure.

It is not yet an outstanding school because : Teachers' explanations are not always clear enough for pupils. As a result, occasionally pupils do not know what they should do or how hard they should work. At times, this takes too long to rectify and limits the time pupils have to work.

When marking, a few teachers do not ensure that their comments are precise or detailed enough for pupils to know how to improve their work effectively. Pupils are not always given enough time to correct errors or improve their skills.

Information about this school

This school is larger than average.

There are two classes in most year groups, although there are currently three classes in Year 1. Children in the Reception class attend school full-time. The majority of pupils are White British.

Other pupils come from a wide range of ethnicities, with the largest groups from Any Other White or Any Other Asian background. Approximately a quarter of pupils speak English as an additional language, although very few of these are at the early stages of learning English. The proportion of disabled pupils and those with special educational needs is above average, although this varies across year groups.

Currently, about one pupil in five has special educational needs. The proportion of pupils supported by pupil premium funding, at about one in ten, is below average. The pupil premium is funding for pupils who are known to be eligible for free school meals and children who are looked after.

The acting headteacher has been in post since September 2014. She was previously the deputy headteacher. There is currently an acting deputy headteacher.

There have been a few other changes in staffing since the previous inspection. Four teachers are new to teaching, or in the early stages of their careers. The acting headteacher is supported by two local leaders of education, from St Thomas of Canterbury Primary School and Hinchley Wood Primary School.

There have been substantial changes in the membership of the governing body since the previous inspection. A few governors are new to the role, appointed within the past few months. The school works with a number of other schools from the diocesan deanery and the local group of schools.

They also work closely with the secondary school to which most pupils transfer, Salesian School. The school meets the government's current floor standards. These are the minimum expectations for the attainment and progress of pupils in reading, writing and mathematics at the end of Year 6.

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