St Cuthbert Mayne Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this warm and welcoming school, where there is a safe and nurturing environment. Parents agree and regard the school highly.

The school's seven values are woven through daily life and are lived out by the whole community. Pupils are kind and considerate towards each other. Bullying and unkind behaviour are rare.

If it happens, children know staff will deal with it firmly and sensitively. Pupils behave very well. They are polite and well mannered because staff show them constantly how important this is.

Right from the start of early years, staff have high expectations of pupils' achievement. Pupils concentrate well in class and enjoy... learning. Reading is valued and pupils talk enthusiastically about the books they love.

There is a wide range of extra-curricular clubs and sports, such as athletics, dance and sewing. Staff encourage pupils to get involved, particularly those pupils from a disadvantaged background. Pupils also have ample opportunities to develop their leadership skills.

These include mentoring younger children, fundraising and taking part in the school and spiritual councils. The school council has recently been responsible for selecting new playground equipment. Pupils really appreciate their well-organised and motivating outdoor environment.

One pupil commented, 'It's lovely here.'

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

Alongside the relatively new senior leadership team, trustees and local governors have a clear and ambitious vision for the school. Some curriculum plans have recently been redesigned, meaning that there is a coherent and well-sequenced curriculum across all subjects.

In the strongest curriculum areas such as reading and mathematics, pupils, including those with special educational needs and/or disabilities (SEND), achieve well. Teachers are skilful at breaking down mathematical ideas so that all children can understand, practise and remember them. Pupils say that 'everyone can be a mathematician'.

Similarly, in reading, a new approach to teaching phonics is rapidly improving pupils' reading skills. Children learn phonics from the very start of early years. Well-trained and expert staff teach new sounds systematically so that children quickly become more fluent readers.

Leaders identify any pupils who have fallen behind swiftly and provide extra help. Older children read widely and often, choosing challenging books for themselves. Leaders make sure that pupils gain a wide and varied vocabulary.

Teachers have strong subject knowledge. However, in a small number of subjects, curriculum plans are new and teachers' subject knowledge is less strong. This means that some pupils do not learn as well as they could.

Leaders recognise this and, with strong support from the trust, have planned a structured training programme for teachers.Teachers assess pupils' understanding effectively. In the strongest subjects, pupils remember what they have been taught and build on their previous learning.

In early years, leaders have made sure that the curriculum is broken down into small, clear steps. Children have ample opportunity to practise their skills and become increasingly independent. Skilful staff make thorough checks on children's learning and ensure that children with SEND get the help they need.

However, in some subjects, pupils struggle to remember key ideas and have gaps in their knowledge. This is because the most important concepts have not been taught explicitly enough.

Leaders ensure that provision for pupils' personal development is strong.

Pupils have a clear understanding of right and wrong and learn about healthy lifestyles. They also learn to appreciate other faiths. All people being treated equally is important in this school.

In early years, difference is celebrated. Children learn about different types of families, disability and diversity. However, the opportunity to learn about people from other cultures is less consistent across the wider school.

Since the COVID-19 pandemic, leaders have put in place strategies to improve pupils' attendance. While pupils' attendance is not yet back to pre-pandemic levels, it continues to improve, including for disadvantaged pupils. Trust leaders provide strong support to the school.

Staff value being part of wider networks. Governors and trustees know the school well and fulfil their statutory duties effectively. Leaders have successfully managed the many recent changes in the school.

They have skilfully ensured that the school community continues to remain united. There is strong mutual respect between leaders and school staff. Leaders aim to reduce workload wherever possible.

Staff feel this is a great place to work.

Nearly all parents are advocates of the school. One parent who responded to the Ofsted Parent View survey said, 'The school offers a wonderfully warm environment where every child is cherished and feels cherished.'



Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding keeping pupils safe in the school. Leaders have trained staff well on the new systems for reporting any concerns about children.

Staff are vigilant and view safeguarding as a high priority. School leaders know pupils and their families well and are determined pupils get any extra help they may need.

Safeguarding checks for new staff and volunteers are robust and timely.

Governors and leaders are thorough in their approach to monitoring safeguarding. Pupils are regularly taught about potential risks they may face. They value the support they get from staff.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not teach a small number of subjects as well as they could because they are not familiar with how the curriculum is organised in these subjects. This means that pupils do not always remember what they have been taught. Leaders should ensure that professional development is effective in supporting teachers to teach every subject equally well.