We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of St Katherine’s Church of England Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding St Katherine’s Church of England Primary School.
To see all our data you need to click the blue button at the bottom of this page to view St Katherine’s Church of England Primary School
on our interactive map.
About St Katherine’s Church of England Primary School
Pupils live up to their school motto, 'Love your neighbour as yourself'. They know that this means they need to be considerate and compassionate to all others.
Pupils are respectful and kind. They know to treat all others equally. Due to this, and their high levels of self-confidence, they are very proud of their school.
Most pupils behave well. They are polite and show good manners. For example, they put chairs away after use and hold doors open to allow others to walk through.
Pupils trust that adults will help them. For example, if some pupils have a problem, they know that teachers will listen to both sides before coming to a decision. Pupils are also ena...bled to try to solve problems between themselves when appropriate.
Occasionally, some pupils are not as focused on lessons as they could be. However, they do not disrupt others' learning.
On the whole, pupils achieve well.
They work hard and know how important their education is to them now and in the future. They are ambitious because staff instil in them the belief that they can all succeed.
What does the school do well and what does it need to do better?
The school has well-developed curriculum plans.
It has identified the small steps of knowledge that pupils need to learn. Teachers use these to teach interesting and well-planned lessons. They ensure that pupils make connections with past knowledge.
This helps pupils have a good foundation for developing their understanding of new ideas. Teachers present information clearly to pupils. They provide appropriate tasks for pupils that help them consolidate their understanding.
Children in the early years learn to communicate well. Most staff are well trained to develop children's vocabulary effectively. This prepares children well for their learning in Year 1.
All pupils read often. They particularly enjoy listening to staff reading to them. This aids pupils' understanding of various themes in books.
Pupils learn an effective phonics programme. Additionally, they also practise forming letters and spelling words. This prepares them well to become confident writers.
Teachers check pupils' phonics knowledge regularly. Staff provide effective targeted support to help pupils' knowledge develop in line with their peers. Children in the early years read a variety of books.
This helps them to learn about the wider world and to love books and reading. However, some older pupils who are not fluent readers, do not read books that match their phonics knowledge. As a result, they do not get the practice they need to apply their skills when reading unfamiliar words.
This slows their progress towards becoming fluent readers.
The school has made supporting pupils with special educational needs and/or disabilities (SEND) a priority. The changes that have taken place benefit all pupils.
For example, pupils can receive more help with completing some tasks. The school identifies pupils' additional needs with help from parents. It also uses advice from external agencies when needed.
Additionally, some pupils with SEND learn a more bespoke curriculum, tailored to their individual needs. Overall, pupils with SEND achieve well.
Pupils behave well.
Children in the early years are familiar with the routines, and teachers intervene if they do not follow the rules. Occasionally, some pupils are not as focused in class as they could be. Mainly, teachers address this when it happens.
However, this slows the pace of teaching. All pupils enjoy taking part in the well-organised activities at playtimes.
Pupils develop into well-rounded individuals.
They are empathetic and well informed about our diverse country. Pupils are knowledgeable about British values, including having a strong understanding of democracy. They are proud to be able to take on the school's many opportunities for extra responsibilities.
These enable pupils to participate in community events by raising money for and attending events, such as remembrance services. The school has a wide and interesting range of clubs, trips and visitors that enhance pupils' knowledge, which they enjoy greatly. Pupils are exceptionally well prepared for secondary school.
Leaders and governors ensure that all staff members understand and follow the school's vision and values. This impacts positively on pupils' education. Governors check that the school keeps pupils safe and works to improve the pupils' education.
Staff are trained well to enable them to carry out their roles effectively. The school ensures that staff are well supported with their well-being and workload.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some older pupils who are not fluent readers do not read books that accurately match their current phonics knowledge. As a result, these pupils cannot practice and reinforce their phonetic knowledge by independently decoding unfamiliar words, which hinders their progress. The school must ensure that all pupils read books matching their phonics knowledge to facilitate faster progress towards becoming fluent readers.
