Maryvale Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school's virtues of live, love, learn and pray underpin everything that happens at the school. This is a warm and welcoming place that pupils enjoy attending. As one pupil summarised, 'When we wake up, we can't wait to get to school.'

Pupils feel safe in school. They know there are trusted adults who they can talk to if they are worried.

The school has high expectations of pupils, including pupils with special educational needs and/or disabilities (SEND).

The curriculum is ambitious and allows pupils to flourish.

Pupils relish the range of roles and responsibilities they take on. Pupils from across the year groups have jobs, such as school counc...illors, reading representatives, friendship guardians, charity ambassadors and sports leaders.

Pupils value the opportunity to be role models and know they have a voice in the school. One pupil said, 'We all get a chance to speak out and teachers listen.'

Pupils are well prepared for life in modern Britain.

They learn about and respect cultures and beliefs that may be different to their own. The school ensures that pupils are well prepared for secondary school and beyond, through ensuring they are taught about how to manage risks and keep safe outside school.

What does the school do well and what does it need to do better?

The school's curriculum is broad and ambitious.

Leaders have thought carefully about what they teach to the pupils and why. For example, pupils learn Latin to support them with their understanding of root words, grammar and language development. The curriculum identifies the important knowledge that pupils need to know and is planned in a sequential order.

Teachers revisit prior learning and regularly check pupils' understanding. Assessment is used effectively to check if pupils have remembered their learning. Teachers then use this information to address any gaps in knowledge.

Teachers have secure subject knowledge. However, some of the activities that teachers plan do not match the intended learning well enough. When this occurs, some pupils remember the activity, but not the precise skills and knowledge that leaders would expect.

The school has worked hard to raise the profile and enjoyment of reading. Leaders have identified the books and stories they want the pupils to know across the curriculum. These include books about diversity, world issues and historical events.

The pupil reading representatives value the opportunity to read to other pupils across the school and share books that inspire them. This has ensured that there is a palpable buzz about reading in the school.

Children in early years make a quick start learning to read.

Staff are well trained in the school's phonics scheme. They quickly address any errors or misconceptions and give all pupils regular chances to practise the sounds they are learning. This helps pupils to become confident and fluent readers.

Pupils with SEND benefit from an ambitious curriculum. Teachers scaffold learning to ensure that the majority of pupils work alongside their peers. The school's 'Tranquillity Room' allows pupils who need more bespoke support to receive a tailored curriculum that meets their individual needs.

Pupils behave with respect and kindness. They understand right and wrong and say they stand up for each other. Pupils are adamant that bullying is very rare, with one child saying, 'We just don't tolerate bullying or meanness here.'

Behaviour in lessons and at social times is positive. Pupils are proud of their school and their achievements. Most pupils take pride in their work.

However, teacher's expectations of pupils' handwriting and presentation is variable. This means that although pupils achieve well, their written work does not show all they know and can do.

Leaders have worked hard to improve attendance.

The school works closely with families to help them to understand and overcome barriers to attendance. For example, staff have worked with families to plan more efficient bus routes to the school. This has seen an increase in the school's overall attendance.

Pupils' wider development is a strength. Pupils talk confidently about different religions and cultures. The school's charity ambassadors have a say in how they fundraise for charities, such as the local food bank.

Through the school's comprehensive personal, social and health education programme, pupils are taught to keep safe in a range of contexts, including online and when walking to and from secondary school. Pupils say this gives them confidence about how to handle difficult situations.

Staff are proud to work at the school.

One member of staff commented, 'This is a school with a good heart.' Staff appreciate how workload is taken into account when decisions are made about the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always ensure that planned activities match the intended learning well enough. This results in some misconceptions not being addressed and pupils not learning what leaders expect them to. The school should continue to train and develop teachers so that they can make informed choices about the tasks given to pupils so they learn the intended curriculum.

At times, teachers do not have high enough expectations of pupils' presentation and handwriting. This means that the work pupils produce is not as good as it could be. The school should work with teachers to ensure that all staff share the same high expectations so that all pupils' work reflects what they are able to achieve.