St Mary’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a school with a family feel.

Staff know the pupils really well. There is a strong sense of pastoral care, which parents and carers value immensely. The school has high expectations for every pupil and support them to be the best they can be.

Leaders at all levels, supported by staff, are constantly striving to improve the quality of education that pupils experience. There is also a focus on developing the 'whole child' to prepare pupils for life after St Mary's. The school has established links with the local community, which gives pupils a sense of belonging in their local area.

Pupils are exceptionally polite. They greet visitors with a smile and ma...ke them feel welcome. Pupils get along with each other.

There is a calm atmosphere around the school and lots of laughter. In most instances, pupils listen well and focus on their work. On the playground, pupils enjoy playing with their friends, working out on the exercise equipment, or simply having a chat.

Parents are overwhelmingly positive about the school. They value the information that the school shares with them about their children. In addition, they appreciate the visibility and caring nature of staff.

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

In the early years, positive relationships exist between staff and the children. Staff plan lots of enjoyable activities to support children's learning. However, in some areas of learning, the school has not mapped out the knowledge, skills and vocabulary that children will learn in the early years.

The school has considered carefully what pupils will learn in a wide range of subjects. In many subjects, the curriculum clearly sets out the knowledge and skills that pupils will learn within and across year groups. As a result, teachers are clear about what to teach and when to teach it.

However, in a small number of subjects, the school has not considered how the curriculum in Year 1 builds on what pupils have learned previously in the early years.

Reading is a high priority in the school. The school is working hard to foster a love of reading through the English curriculum, regular storytimes and a well-stocked, inviting library.

The teaching of phonics is well ordered and builds pupils' phonics knowledge over time. Staff teach phonics effectively because they have been trained well. If needed, staff give pupils extra help so that they do not fall behind.

Teachers have secure subject knowledge in a range of curriculum areas. As a result, they explain new learning in a clear and well-structured manner. Teachers and teaching assistants model subject-specific language accurately, which pupils are themselves using when explaining their own understanding.

However, teachers are not routinely making checks on pupils' learning to identify any misconceptions. In addition, some learning activities are too easy, and some are too difficult.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) accurately.

Pupils with SEND are fully included in lessons and all aspects of school life. When required, staff provide extra support and additional resources to help pupils complete learning activities.

Pupils are exceptionally proud of their school.

They speak confidently about the school's motto, 'Love to Learn and Learn to Love'. Pupils say the motto reminds them to be kind to everyone and to help each other. The school has forged links with the local community.

For example, pupils sing songs at the nearby care home and they have adopted four war graves, which they look after and maintain. Pupils know about the different types of families that exist in their local community..

They speak positively about the popular after-school sporting clubs and the range of trips that they get to experience, including regular visits to the local forest. Pupils are very knowledgeable about online safety and the risks associated with the internet. However, their knowledge of different faiths and cultures is more limited.

School leaders, the multi-academy company and the local governing body work well as a team. Together, they keep a close eye on the quality of education and wider provision for the pupils in their care. However, they are not complacent and are always looking for further ways to make the school even better.

Staff enjoy working in the school and they wear the St Mary's badge with pride. They value the range of training they have received, such as the recent safeguarding training. Staff say that workload is manageable and school leaders do all they can to keep it at a reasonable level.

Staff comment that leaders are always at hand to listen and provide help if needed. Staff describe school leaders as their 'champions'.

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 areas of learning, the early years curriculum does not set out the knowledge, skills and vocabulary that children will learn over time. Consequently, some learning activities do not fit into a well-ordered sequence of learning. The school should sequentially map out the knowledge, skills and vocabulary that children will learn in all areas of learning in the early years.

• In a small number of subjects, the school has not considered how the curriculum in Year 1 builds on what pupils have learned in the early years. This slows pupils' learning. The school should ensure that in all subjects, the curriculum in Year 1 builds on and links to what pupils have learned in the early years.

The school is not using formative assessment consistently well to identify pupils' misconceptions and ensure that learning activities are matched to pupils' needs. As a result, misconceptions are not being routinely addressed and work set can be too easy or too difficult. The school should ensure that staff use formative assessment consistently well to identify pupil misconceptions and to inform the selection of learning activities.

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