St Gregory’s RC Voluntary Aided Primary School

About St Gregory’s RC Voluntary Aided Primary School Browse Features

St Gregory’s RC Voluntary Aided Primary School


Name St Gregory’s RC Voluntary Aided Primary School
Website http://www.st-gregorys.co.uk/
Ofsted Inspection Rating Outstanding
Inspection Date 28 February 2012
Address Harton House Road East, South Shields, Tyne and Wear, NE34 6DZ
Phone Number 01914552909
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 215 (50% boys 50% girls)
Number of Pupils per Teacher 24.6
Local Authority South Tyneside
Percentage Free School Meals 8.4%
Percentage English is Not First Language 1.9%
Pupils with SEN Support 22.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

St Gregory’s Primary is an average-sized primary school. The proportion of pupils known to be eligible for free school meals is well below average. The proportion of disabled pupils and those who have special educational needs is below average at school action, while the proportion on school action plus and with a statement of special educational needs is above average. Most pupils are of White British heritage. A small percentage is from minority ethnic groups. Pupil mobility in and out of the school is much lower than average. The school meets the current floor standard. The school has been awarded Activemark and Healthy Schools status. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Key Findings

St Gregory’s is an outstanding school. The pupils enter nursery with skills slightly below the levels expected for their age but when they leave at the end of Year 6, their attainment is well above the national average due to outstanding teaching, highly effective leadership and a rich and vibrant curriculum. In many cases, pupils are up to two terms ahead of those elsewhere. Almost all pupils make excellent progress. The skills of children are quickly developed in the Early Years Foundation Stage and so they make rapid progress. By the end of Year 2, attainment is generally above the national average, and progress accelerates further in Years 3 to 6. This pattern of high achievement has been sustained over a number of years. Much evidence of excellent teaching was seen across the school and teaching was always at least good. Teachers’ enthusiasm and excellent subject knowledge are key to motivating and engaging pupils, helped by very skilful support assistants. Teachers’ planning shows that they tailor their lessons to match the needs of different abilities, but in a small number of lessons it was less successfully done and as a result, progress slowed a little. Excellent examples of marking of pupils’ work were observed across the school, but there were inconsistencies between some classes in the quality of advice given on how to improve a piece of work. The behaviour of children is outstanding. Not a single child in their questionnaire had any concerns whatsoever about behaviour in lessons, around the school or with bullying. This helps to show that behaviour is of a consistently high standard over time. Pupils’ attitudes to learning are extremely positive. They are all very keen to learn and are totally engaged in learning in class. The leadership and management of the school, including that of teaching and management of performance, are excellent. The headteacher’s drive and vision have had a major impact on school improvements since the previous report. Areas previously identified as weaknesses have been tackled successfully. The school has an outstanding capacity for sustained improvement.