We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of St Marie’s Roman Catholic Primary School, Bury.
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 Marie’s Roman Catholic Primary School, Bury.
To see all our data you need to click the blue button at the bottom of this page to view St Marie’s Roman Catholic Primary School, Bury
on our interactive map.
About St Marie’s Roman Catholic Primary School, Bury
Pupils are happy and proud to be part of this warm and nurturing school.
They have a strong sense of belonging and settle in remarkably quickly. Pupils told inspectors that everybody is welcome. They embrace and celebrate the many differences that exist between themselves and others, knowing that 'it is the right thing to do'.
The school has created a culture of high expectations for pupils' achievement, including for those with special educational needs and/or disabilities (SEND) and for those who speak English as an additional language. Pupils typically achieve well. They are eager to earn recognition for their efforts and strive to meet the school's bronze, silver ...and gold milestones.
Pupils behave exceptionally well during lessons and at social times. They appreciate the vast array of equipment and activities that are available to them outdoors. Pupils have exemplary attitudes towards school life.
They thoroughly understand the importance of following the school's rules, 'to be kind, careful and determined', in school and beyond.
The school provides pupils with an extensive range of experiences that broaden their horizons. For example, pupils learn to play the flute and piano to a proficient level.
They go on exciting trips to art galleries, museums, theatres, festivals and other cities. Pupils benefit from choir, sports, cookery, crafts, computing, Polish and Spanish clubs. They develop their knowledge of basic first aid and have additional swimming lessons.
What does the school do well and what does it need to do better?
The school has designed a broad and balanced curriculum. It has identified the knowledge that pupils should learn and the order that this should happen. The curriculum includes references to the rich history of the local area.
Pupils learn well across a range of subjects. Children in the early years get off to a strong start to their education.
The school develops teachers' subject knowledge through effective training and support.
Teachers typically implement subject curriculums well. For example, they provide clear explanations when introducing concepts and ideas. Teachers regularly check pupils' understanding of curriculum content.
However, occasionally, teachers do not choose the most suitable learning activities, particularly in subjects that the school has recently redeveloped. This limits how well some pupils learn and remember important knowledge.
Staff fully include pupils with SEND in all aspects of school life.
The school identifies pupils' additional needs as early as possible. Staff work effectively with external professionals, parents and carers to enable pupils with SEND to learn well.
The school has prioritised reading and focuses sharply on fostering pupils' love of literature.
The curriculum builds on diverse and high-quality texts. Books take prominence across the school, for example in well-stocked and inviting libraries, outdoor reading sheds and a book vending machine. Pupils read widely and often.
Older pupils relish time spent reading to their younger peers and recommending their favourite books.In the Nursery Year, staff immerse children in plentiful stories, songs and rhymes. This prepares children well for learning phonics at the start of the Reception Year.
The school trains staff to deliver the phonics programme typically well. Pupils read from books that match their phonics knowledge. Most become confident readers.
However, at times, the support from some staff for pupils who find reading difficult is not fully effective. This means that some pupils do not learn to read with fluency and accuracy as quickly as they could.
Pupils value the opinions of others.
They are courteous and extremely respectful, which contributes to the calm and harmonious atmosphere that permeates through the school. Pupils know that regular attendance will help them to be successful in their future aspirations, such as in business, acting, medicine, invention and sports. Most pupils' attendance levels are high.
When this is not the case, the school is persistent in helping these pupils and families to secure regular and improved attendance rates.
Pupils are distinctly proud of their contributions to the school and to the wider community. For instance, they become school councillors, play and prayer leaders, lunchtime helpers, librarians, eco-leaders, peer mediators and CARITAS ambassadors.
In these roles, pupils actively support the well-being of their classmates. They also learn that they can make a positive difference beyond the school's gates, including by visiting a local care home and working with the church to improve the environment. Each class chooses a charity that resonates with them, and pupils decide how to raise money for these worthwhile causes.
The governing body supports and challenges the school well, with a shared focus on the school's quality of education and its wider work. Staff have high levels of morale. They told inspectors that the school is a 'fabulous place to work'.
Staff value the school's consideration of their workload and well-being. For example, the school provides additional time for staff to fulfil their roles and consults them before implementing any changes.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, the school has not checked that staff select the most appropriate learning activities to deliver intended curriculum content. As a result, some pupils struggle to recall their learning as well as they could. The school should support staff in designing learning that will help pupils to know and remember more.
• At times, the support for some pupils who struggle with their reading is not as effective as it could be. This slows the progress of these pupils in becoming fluent and accurate readers. The school should ensure that staff use effective early reading strategies consistently well.
