St Catherine’s Catholic Primary School, Swindon

Highlights from Latest Inspection

Outcome

St Catherine's Catholic Primary School, Swindon continues to be a good school. This school is a single academy Trust, which means other people in the trust also have responsibility for running the school.

The trust is overseen by a board of trustees, chaired by Christine Hopkins.

What is it like to attend this school?

Pupils at St Catherine's Catholic Primary School are welcoming and friendly. They are proud of their school and have a warm relationship with staff.

There is a tangible sense of community within the school. The school's ethos is based on strongly-held values which include service, belief and peace. Pupils have a personal commitment to helping others which is ...exemplified in their sustained support for charitable causes.

The school opens pupils' eyes to the world beyond its gates. Pupils use the area in which they live to explore important themes. In history, for example, pupils learn about the development of transport through visits to a railway museum.

Pupils develop their talents and interests through extra-curricular clubs and experiences. All pupils learn a musical instrument and take part in theatrical and choral events. Opportunities such as these develop their confidence and resilience.

Pupils participate in sporting events with other schools. Whilst they are highly competitive, they also have a strong sense of integrity and fair play.

Pupils attend well because they enjoy school.

They understand why it is important to 'be the best that they can be.' Pupils have a thirst to learn new things. They study an ambitious curriculum that prepares them well for their next steps in learning and beyond.

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

The school plans carefully what pupils should know and by when. The needs of pupils with special educational needs and/or disabilities (SEND) are carefully considered. Pupils with SEND benefit from careful adaptations to their learning.

There is a focus on the development of pupils' understanding of subject-specific vocabulary. For example, in computing, pupils understand terms such as algorithm and search engine. As they get older, pupils use sophisticated language to explain what they have learned.

The curriculum is carefully planned from Nursery to Year 6. In the strongest subjects, teachers check how well pupils have learned what is intended to ensure that misconceptions are rectified. As a result, pupils, including those with SEND and disadvantaged pupils, recall prior learning successfully.

For example, in mathematics, pupils use their knowledge of multiplication to help them solve complex problems in geometry. However, in some subjects, teachers' use of assessment does not identify what pupils know and remember. Therefore, pupils develop gaps in their knowledge.

Children in the Early Years make a strong start. Skilled staff teach children the language of feelings, which helps them to develop their emotional literacy. Children demonstrate positive attitudes to learning through high levels of curiosity, concentration and enjoyment.

Children are supported to broaden their vocabulary and communicate effectively. Staff read high-quality books to children in a way that excites and engages them. This prepares children well for learning to read in Reception.

The school's approach to early reading ensures that all children learn to read books that match the sounds that they know. There is a consistent approach to the teaching of phonics and reading. Therefore, pupils quickly learn how to blend sounds together to read simple words.

Pupils, in need of support to catch up, are identified quickly so they become confident, fluent readers. Older pupils make recommendations to others and are knowledgeable about different genres and authors. All pupils enjoy settling down to read a good book in the recently created reading nooks.

Pupils have many opportunities that benefit their wider development. They take on roles within the school, such as a school councillor, house captain and pupil chaplain. Trained pupil wellbeing ambassadors support others to form positive relationships.

Pupils understand the importance of respect and know that everyone should be treated fairly. As result, pupils behave well. Their conduct within the school and in the playground is positive.

Pupils feel safe and have confidence in staff to help them if they have any worries.

Pupils appreciate the periods of reflection that are built into the school day. They say that these calm interludes prepare them for the learning to follow.

They understand the importance of the school's values and aspire to be awarded the 'Foley Cup' for consistently demonstrating these.

The governors have a thorough knowledge of the school's strengths and areas for development. The school prioritises the professional development of staff.

All staff receive training on early reading and benefit from time dedicated to learning about specific subjects, such as computing, science and art and design. This builds their subject expertise and supports teaching. Staff recognise that leaders, at all levels, are warm and supportive.

They are proud to be part of a team in which they are valued.

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, teachers' use of assessment is underdeveloped.

Therefore, it does not typically identify where pupils have developed misconceptions or have gaps in their knowledge. The school needs to ensure that assessment accurately highlights gaps in pupils' understanding, so that these can be remedied.

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

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

This is the first ungraded inspection since we judged the school to be good in December 2018.