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Pupils, including children in the early years, are happy and proud to be part of the St Catherine's family. Staff know the pupils very well, and relationships are strong. Pupils live out leaders' vision to be kind every day.
Parents and carers appreciate the support that their children receive.
Leaders have high expectations of all pupils, including those with special educational needs and/or disabilities (SEND). Pupils live up to these expectations and achieve well.
They work hard in lessons and have good attitudes towards their learning. They behave well in their lessons and around the school.
Pupils feel safe in the school because they know adults... look after them effectively.
Everyone gets along well together in lessons and at breaktimes. Leaders do not accept bullying. If it does happen, staff deal with it quickly.
There are many opportunities for pupils to develop their experiences beyond the academic curriculum. Leaders help pupils to look after their mental health, share their feelings and express their emotions. This develops their independence, resilience and confidence.
Leaders have ensured that there any many memorable experiences for pupils to enjoy. These include visits to museums and the chance to attend residential visits.
What does the school do well and what does it need to do better?
Leaders have been resolute in designing a well-organised and ambitious curriculum for all pupils, including those with SEND.
In all subjects, leaders have thought carefully about what they want pupils to learn and when this will happen. The curriculum builds pupils' knowledge effectively from early years to Year 6. Teachers are clear about what pupils should know and be able to do.
Teachers implement the curriculum effectively. They have a secure knowledge of the subjects that they teach because they receive regular training. They use effective assessment strategies to check pupils' understanding and how well they are learning.
As a result, pupils embed and consolidate their knowledge and understanding of subjects. They achieve well.
Leaders have placed reading at the centre of the curriculum.
Children begin to learn phonics as soon as they start in the early years. Pupils read books that match the sounds that they are learning. This means that they can read with fluency and increasing confidence.
Leaders ensure that they quickly identify pupils who are not keeping up with the phonics programme Staff help them to catch up without delay. Older pupils have developed a love of reading. They talked confidently about their favourite authors and the books that they enjoy reading.
Leaders identify pupils with SEND quickly. They collaborate with staff and with a range of external agencies to ensure that these pupils get the help that they need.Teachers make sure that they adapt their resources so that these pupils can follow their lessons alongside their classmates.
Pupils with SEND play a full and active role in all aspects of school life.
Children in the early years settle quickly into school routines. Pupils across the school are polite and well mannered.
They move around the school in a calm and orderly way. They are very clear about what staff expect of them. They listen attentively and work cooperatively with their peers.
As a result, they rarely disrupt lessons.
Leaders ensure that pupils, including children in early years, have many opportunities to gain experience beyond the academic curriculum. Pupils learn how to be active citizens in their school and community.
They take on leadership roles such as school councillors and play leaders. They enjoy the many clubs and activities available to them. These include netball, choir and art, which help them to develop their interests and talents.
Leaders ensure that pupils learn about the wider world. They learn about diverse cultures and religions. They know that everyone is equal.
This gives pupils a good understanding of diversity. Pupils typically share comments such as 'everyone is different, but they are all welcome here'.
Leaders, including governors, know what the school does well and what it needs to do to improve even further.
However, they do not support some teachers well enough to manage their workload effectively. As a result, leaders' expectations of staff's workload are sometimes too high.
Safeguarding
The arrangements for safeguarding are effective.
Staff understand their responsibility to keep pupils safe. They are well trained and are alert to signs of harm, abuse or neglect. Leaders work closely with a range of agencies to ensure that vulnerable pupils and families get the help and support that they need.
Pupils know how to keep themselves safe including online and when they are out in the community. This includes learning to swim and to safely ride a bike. They learn about healthy relationships and what makes a strong friendship.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Leaders do not fully support teachers in organising their workload effectively in some aspects of their role. At times, this causes staff to carry a heavy workload that can sometimes be unmanageable. Leaders, including governors, should engage collaboratively with staff to ensure that workload is manageable.
