St Antony’s Catholic Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher has created a strong staff team. Together with governors, they have high aspirations for pupils and pupils' outcomes. Pupils' personal development and welfare are a high priority in the school.

Leaders have created an ethos of positive working relationships throughout. Pupils are extremely proud of their school. When they sing the school song, 'The united colours of St Antony's', the sense of belonging and support for one another is exceptional.

Pupils behave well, enjoy their learning and feel safe in school. They are happy in school and this is reflected in high levels of attendance for all groups. Pupils achieve well at... the end of each key stage.

Outcomes are well above national averages in all subjects. Progress from key stage 1 to key stage 2 is strong and they are prepared for the next stage in their education. There are occasions when progress in school is excellent; however, this is not consistently so across all year groups.

The recently appointed leadership team have many strengths and work together effectively. Clarity about roles, responsibilities and accountability, however, is sometimes unclear. Many teachers have secure subject knowledge and use this to inspire and motivate pupils to learn well.

For the most part, pupils respond well to this approach. However, in less effective teaching, pupils' interest wanes and progress is impeded. Teachers' assessment can sometimes be too harsh.

It does not always recognise the good standards that pupils achieve. Governance is effective. Governors visit the school regularly and, as a result, know the school's strengths and priorities for improvement.

However, their positive work is not documented effectively. Children make good progress in the early years because they are well taught. Although the staff do not accurately assess children's starting points, work in books shows that they make good progress.

Teachers' assessment does not always recognise the good standards that pupils achieve. Pupils are therefore not clear what they need to do to improve their learning.

Information about this school

The school does not meet requirements on the publication of information about: examination and assessment results, curriculum, pupil and sports premium funding, or the special educational needs report on its website.

The school is larger than the average-sized primary school. The proportion of pupils from minority ethnic groups is well above average. The proportion of pupils who speak English as an additional language is well above average.

The proportion of disadvantaged pupils supported by the pupil premium grant is in line with that found nationally. The proportion of those who have SEN and/or disabilities is below national averages. Pupils are taught in single-year classes in all year groups.

In the early years, there are two Reception classes and two Nursery classes, offering morning and afternoon sessions. The school has provision for two-year-old children. The school runs Saturday learning sessions which are available to all pupils.

Daily focused sessions begin at 8am for pupils in Year 5 and Year 6. In addition, there are a range of after-school activities. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics.