St Cecilia’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils arrive at school each morning very eager to learn. They are excited to meet with staff and their peers.

Pupils are safe here. They are happy and proud to be part of the school community. Pupils are clear on and fulfil staff's very high expectations.

Pupils love their learning and take part in lessons with enthusiasm.

Pupils value the care and support they get from all staff. They list the staff here as the number one reason they enjoy coming to this school.

Staff expect the best behaviour of all pupils. As a result, pupils' behaviour is impressive both inside and outside the classroom. Staff work well with families so that they get the best ou...tcomes for each child.

This stellar work starts in the early years.

Parents and carers speak extremely highly of the school. They describe it as a welcoming family.

Pupils participate in a lot of charity work during their time at the school. For example, working closely with a local hospice each year, pupils from Year 4 perform a Nativity play for the staff and patients.

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

Leaders have designed an aspirational curriculum.

They have carefully considered how the teaching of each subject is sequenced. The school has identified what they want each pupil to know and remember from the Nursery onwards. Leaders have made staff training a priority.

All subject leaders are passionate about, and knowledgeable in, the subject they lead. In turn, they provide training and support to ensure that teachers are confident when teaching all subjects.

Leaders are highly ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

Through a range of assessments, staff check pupils' prior knowledge carefully. They pick up and address misconceptions routinely. Teachers identify any gaps in pupils' understanding and address these effectively.

Staff build on pupils' earlier learning to enable them to reinforce and deepen their thinking. For example, in history, pupils in Year 2 used their prior knowledge about Mary Seacole and Florence Nightingale to consider the contributions of significant people to modern society. In mathematics, pupils in Year 5 confidently discussed how their previous lessons helped them to order fractions.

Children develop subject-specific vocabulary, for example, learning the language of algorithms in the early years. In computing, pupils in Year 4 built on their very strong foundations so that they used code and decomposing confidently.

Leaders have made the teaching of early reading a top priority.

It is taught consistently well by all staff. Where necessary, pupils receive regular bespoke extra support in reading. This helps to make sure that pupils catch up quickly with their peers.

Teachers across the school promote pupils' love of reading. They have chosen books that interest pupils and reflect the school's inclusive and diverse curriculum.

Leaders have made sure that the systems for identifying pupils with SEND are rigorous.

The school works closely with parents of pupils with SEND. For instance, holding termly coffee mornings to which leaders invite local support services and other professionals. Parents of children with SEND were extremely positive about the school and the progress their children make here.

Pupils behave incredibly well in lessons, around the school and in the playground. They demonstrate positive attitudes to their education and interact respectfully with each other. In the early years, children are confident with understanding routines.

They join in self-directed learning and show high levels of concentration. Equally, they work with their peers collaboratively. Pupils are enthusiastic about their learning.

In Reception, children are fully prepared before they move into Year 1.

Leaders have carefully woven the school's nine core virtues, which include tolerance, honesty, cooperation, self-respect and responsibility, into the curriculum and school life. Pupils are taught about how they can become exemplar citizens.

Leaders make sure the school's enrichment offer is strengthened through competitions and extra-curricular clubs. Pupils have opportunities to take part in many visits to the theatre, the local river and a number of sporting events in which the school excels. Leaders ensure that all pupils have the opportunity to benefit from the wide range of activities.

Leaders work closely with families if a child's attendance drops and provide the help and guidance needed to ensure that their attendance rapidly improves. Staff are extremely proud to work here and consider this school as part of their family. They value leaders going out of their way to support staff's well-being.

Governors are fully aware of and fulfil their statutory duties. They support and challenge school leaders regularly.

Safeguarding

The arrangements for safeguarding are effective.

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