St Catherine’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school is at the heart of the community.

Staff provide a nurturing and caring environment. The school's values of justice, compassion, perseverance, courage and friendship underpin everyday life. Pupils are polite and kind.

They respect individual differences and describe their school as inclusive. Pupils say they feel happy and safe in school. They know they have trusted adults to speak to if they have any concerns.

Pupils value the wide range of extra-curricular activities available to them. For example, pupils enjoy scuba diving and caving, as well as having overnight camps. This helps them to develop interests beyond the academic.

In the loca...l community, pupils help out at church functions, for example serving drinks to local residents. In school, pupils have roles of responsibility such as school councillors and helping in school worship. These roles help pupils to appreciate their community and to understand what it means to be an active citizen in society.

All parents who responded to Ofsted Parent View say their child is happy at the school.

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

School leaders and staff are ambitious for all pupils. Following weak published outcomes for mathematics in key stage 2, the school and the federation worked strategically to improve the quality of teaching of mathematics.

Governors have supported improvements by monitoring the impact of actions taken by school leaders. However, published outcomes do not yet reflect the improved quality of education that pupils receive in mathematics.

Children learn to read as soon as they start Reception class.

In the early years, school leaders have identified the important vocabulary they want pupils to know and remember. These words are linked to a range of well-designed activities that help deepen children's understanding of what they are learning. For example, as part of their topic on transport, children use guttering to create imaginative waterways to funnel boats across their playground.

Activities extend children's interests. Children are calm and show sustained levels of attention.

The school has an effective curriculum to teach reading.

It sets out clearly the sounds that pupils should know by the end of each term. Pupils learn phonics successfully as teaching matches what they know and can do. Staff make regular checks on pupils' progress to ensure those pupils who need extra support receive it.

This means those pupils who struggle quickly catch up. Teachers regularly read to pupils. They have chosen books that ignite pupils' imagination and develop pupils' love of reading.

Most subjects are designed well. For example, the curriculum for mathematics has set out the key knowledge and skills it wants pupils to know and remember. Staff know what pupils can do and when they are ready for more complex work.

Teaching ensures any gaps in knowledge are revisited regularly. This helps pupils to be secure in their learning. However, some subjects in the wider curriculum are not as well developed or delivered as effectively.

This means that pupils do not develop a deep understanding of these subjects.

Teachers use assessment at the beginning and end of units of work to find out what pupils know. However, in some subjects, staff do not routinely check pupils' understanding or adapt learning to ensure it matches what pupils are able to do.

This means that some pupils develop gaps in their knowledge.

Pupils with special educational needs and/or disabilities (SEND) are well supported. They work alongside their peers and learn the full curriculum.

Pupils with SEND are also involved in all aspects of school life. For example, they act as library monitors and eco-councillors. These roles help them to develop confidence and independence.

Most pupils have positive attitudes to learning. The strong relationships pupils have with staff means that pupils want to try their best. When low-level behaviour does occur, there are school systems in place to help reduce incidents of behaviour over time.

To improve rates of attendance the school and its pastoral team work closely with those families who need extra support. As a result, attendance has improved, and pupils enjoy attending school.

The curriculum for pupils' personal development is a strength of the school.

It is effective in helping pupils to learn about different beliefs and to appreciate differences within society. Pupils enjoy educational visits that enhance what they learn in the classroom such as trips to a Victorian village and clifftop theatre. Pupils develop a cultural appreciation.

Staff appreciate that their well-being and workload are considered by school leaders and governors.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, assessment is not used effectively to check pupils' understanding or adapt learning to ensure it matches what pupils are able to do.

As a result, pupils develop gaps in their knowledge. The school needs to ensure there is a consistent and effective approach to assessment in all subjects. This will enable teachers to adapt learning successfully when needed.

• Some subjects in the wider curriculum are less well developed and not delivered as effectively as others. As a result, pupils do not develop a deep understanding of the knowledge they need to be successful in these subjects. The school needs to ensure that the curriculum in all subjects is securely and consistently embedded so that pupils know more and remember more.

Also at this postcode