Saint Mary’s Catholic Primary School, Loughborough

Highlights from Latest Inspection

Outcome

Saint Mary's Catholic Primary School, Loughborough continues to be a good school.

What is it like to attend this school?

Pupils are proud of their culturally diverse and welcoming school. Teachers help them to be reflective and confident to share their views.

Relationships are positive and respectful.

Expectations are high. Pupils are keen to learn and achieve well in most subjects.

They enjoy reading a variety of books and discussing interesting questions. They relish challenges in mathematics and use their knowledge of arithmetic well. Pupils are interested in what they learn.

For example, older pupils find out about the different geographical features ...of unfamiliar countries. However, pupils with special educational needs and/or disabilities (SEND) do not always receive the precise help they need to achieve as well as their peers.

Pupils enjoy residential trips and visits to interesting places such as museums.

These activities enrich their learning. Pupils appreciate opportunities to learn musical instruments and play different sports.

Pupils are happy.

They behave well and work hard. Pupils enjoy fundraising to help local and national charities, as they care about their community and the wider world. They take pride in receiving team points and certificates to celebrate learning and determination.

They say that bullying rarely happens. They trust adults to help them to resolve issues fairly.

Parents say that their children feel safe.

Opportunities to promote pupils' emotional and physical well-being are well considered.

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

Leaders are ambitious for all pupils. They have put in place a well-structured and sequenced curriculum in most subjects.

Leaders identify the important knowledge that pupils need to know and by when. In mathematics, for example, teachers help pupils to build their knowledge securely. They explain new ideas clearly, step by step.

They check that pupils understand concepts before moving on. Pupils have regular opportunities to apply their knowledge. For example, they use their knowledge of arithmetic to solve complex challenges.

In lessons, pupils complete calculations quickly and accurately. Pupils say they enjoy mathematics because they feel successful.

Teachers ensure that pupils learn and revisit important knowledge.

In geography, for example, pupils revisit what they know about the location of different countries. Teachers regularly check what pupils remember and understand. This enables teachers to plan the next steps in pupils' learning.

However, in some subjects, including geography, teachers do not routinely show pupils how to use what they already know when learning about bigger and more complex ideas.

Leaders make sure that reading lies at the heart of the curriculum. They make sure that phonics is taught well from the start of Reception.

Pupils are given books that match their reading abilities. Leaders carefully select books, including poetry, stories, non-fiction and ones that are linked to topics. Leaders ensure that teachers check pupils' understanding of the increasingly demanding books they read and listen to.

They make sure that pupils understand the complex language they encounter in books. Teachers read to pupils every day. They nurture a love of reading.

Pupils talk thoughtfully about the books they have read.

Leaders place high importance on building pupils' confidence in using vocabulary across all subjects. Teachers help pupils to use subject-specific vocabulary to make connections between topics.

Pupils are thoughtful about their choice of words when explaining new ideas or summarising their learning. Children in the early years are well supported to become confident in using new words.

Pupils with SEND learn the same curriculum as other pupils.

Teachers quickly and accurately identify pupils with SEND. Teachers and teaching assistants provide sensitive support. However, leaders have not ensured that this support consistently helps these pupils to become confident in using the precise knowledge taught.

They do not always check to make sure that any gaps in knowledge for these pupils are closed quickly.

Staff ensure that children are safe and happy in the early years. Children settle in well and quickly learn the routines of school life.

They enjoy the interesting activities that staff prepare. Leaders think about how learning in Reception connects with the learning that pupils will encounter in the future. This sets up children well to succeed in Year 1 and beyond.

Leaders prioritise pupils' mental and physical well-being. Pupils celebrate how they show resilience and ambition to achieve their goals. They understand the importance of being respectful, including of different beliefs and family structures.

They learn useful strategies to help them work through difficult issues.

School and trust leaders work together to grow their staff as well as their pupils. The trust provides effective support for staff's professional development.

Staff value working with colleagues across the trust. They see it as a 'talent pool' that they can 'gain from and contribute to'.

Staff feel part of a valued team.

Leaders are considerate of the well-being of all staff.

Safeguarding

The arrangements for safeguarding are effective.

Leaders put pupils' welfare first.

Leaders have clear oversight of pupils' behaviour and attendance and safeguarding. They know pupils well. Staff receive regular training.

They are alert to and share even the smallest of concerns with leaders.

Leaders seek advice from other agencies. They are persistent to secure the support that pupils and families need.

Pupils say that they trust adults in school to listen and help with any worries. Pupils are alert to the risks of the online world. Pupils learn about respectful relationships and personal space.

Older pupils learn about peer pressure and consent.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders do not ensure that gaps in knowledge for pupils with SEND are identified precisely enough. They do not routinely check to make sure that these pupils consistently receive the support they need to close any gaps in their knowledge.

As a result, these pupils do not always achieve as well as they could. Leaders should ensure that pupils with SEND receive the extra help they need so that they can achieve as well as they can. ? In some subjects, including geography, leaders do not always enable pupils to apply their knowledge to bigger and more complex ideas.

As a result, pupils do not always achieve as well as they could in these subjects. Leaders should consider how they can make sure pupils receive opportunities to apply knowledge when exploring complex ideas, helping them to achieve consistently well in all subjects.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in October 2012.