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About St Margaret of Scotland Catholic Primary School
Pupils are proud to be part of the large but tightly knit community at St Margaret's.
There is a strong nurturing ethos. Everyone cares for one another. Most pupils attend regularly and are punctual.
Pupils celebrate their differences and achievements. They believe that everyone should be respected and treated equally. Newcomers and visitors are made to feel welcome.
Pupils enjoy an extensive range of clubs and activities. These enable pupils to follow their interests and broaden their horizons. Pupils aspire to take on roles of responsibility and to act as role models for others.
Pupils feel happy and safe. Staff care for pupils exceptionally well. ...Pupils' behaviour is good, and learning is rarely disturbed in class.
Pupils said that they always have someone to go to if they have a worry. Bullying is rare. Pupils are confident that staff will deal with incidents quickly and well.
Pupils respond well to teachers' high expectations of what everyone can achieve. Pupils are keen to learn. They take part enthusiastically in lessons.
Previously, pupils have not achieved as well as they should by the end of Year 6. Improvements in the curriculum and quality of teaching mean that pupils now learn well across a range of subjects.
What does the school do well and what does it need to do better?
Leaders are ambitious for all pupils.
They want pupils to achieve well and become responsible, caring citizens. Leaders have carefully constructed a broad curriculum with these aims in mind.
Leaders have identified what they want pupils to learn in each subject.
They ensure that learning builds year on year, so pupils can remember more. This is particularly strong in English and mathematics. In a small number of subjects, leaders have not considered precisely what children should know by the end of Reception.
In these subjects, it is not clear how teachers will build on children's learning in Year 1.
However, overall, children in Reception settle quickly into their learning. They work well together, are cared for, and are prepared well for learning in Year 1.
Curriculum leaders provide guidance for teachers to help break complex ideas into smaller chunks. This helps pupils to learn and remember more. Occasionally, teachers are not clear about what they want pupils to learn from an activity.
When this happens, pupils remember the activity rather than the essential knowledge and learning that leaders intended.
Teachers regularly check pupils' understanding to quickly spot any misunderstandings pupils may have. Teachers use the information they have to plan opportunities to help pupils become more secure in their learning.
Pupils enjoy reading. Children in the Reception classes are introduced to books and stories from the very start. Older pupils like the books that teachers read to them in class.
Adults choose books which they know capture pupils' interest. Pupils like discussing the ideas and themes in the books that they read.
Staff teach reading effectively.
Pupils use their phonics knowledge confidently to read and spell unfamiliar words. Teachers ensure that pupils read books that match the sounds they know. This enables most pupils to read fluently, accurately and with understanding.
Staff quickly spot pupils who find learning to read more challenging. Pupils receive the extra help that they need to catch up.
Teachers are ambitious for all pupils.
They ensure that pupils with special educational needs and/or disabilities (SEND) have the help that they need to access the full curriculum. Most pupils with SEND make strong progress in their learning, and have their needs met well. Pupils who join the school speaking very little English are given effective support, so that they can learn well.
Leaders' work to promote pupils' personal development is exceptional. Pupils are caring, kind and know right from wrong. They know why it is important to respect others' views.
Pupils learn about and participate in the life of the local community. They support local charities and multi-faith events. A carefully planned programme of trips and activities is available for all pupils.
This helps to open pupils' eyes to new opportunities, and helps them to develop new interests and ambitions.
Pupils behave well. The small number of pupils who find it hard to make good behaviour choices are given the help they need to improve.
Although leaders have improved attendance, a small number of pupils are still absent too often.
Staff feel that leaders support them well. Leaders have used high-quality support, from within and outside the trust, to improve the quality of education.
Staff value the extra training they receive. Trustees and governors ensure that leaders set the right priorities for improvement, and that decisions are made in the best interests of pupils.
Safeguarding
The arrangements for safeguarding are effective.
Leaders have established a strong culture of safeguarding. Staff are well trained and alert to the risks that pupils face. They know when and how to report concerns.
Leaders act quickly and appropriately to keep pupils safe. They ensure that pupils receive the help that they need, including from outside agencies when necessary.
Pupils learn how to recognise a variety of risks.
They learn how to stay safe online and about what makes a good friend.
Staff from the St Thomas Catholic Academies Trust and governors check regularly that procedures to keep pupils safe are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, leaders have not identified exactly what they want children to know by the end of their time in the early years.
In these subjects, it is not clear how children's learning is providing a foundation for learning in Year 1 and beyond. Leaders should ensure that, in all subjects, curriculum plans clearly identify what children should know and be able to do by the end of the early years. ? Occasionally, some teachers are not clear about the knowledge that they intend pupils to learn from an activity.
When this occurs, pupils remember the activity, but not the important subject knowledge that leaders intended. This leads to inconsistencies in how effectively the curriculum is implemented. Leaders should ensure that teachers' planned activities always clearly identify the knowledge that they want pupils to learn, so that they teach the curriculum as leaders intend.
• A small number of pupils are absent from school too often. These pupils miss out on learning. Leaders should continue to develop strategies and work with families to reduce persistent absence further.
