St Mary’s Catholic Voluntary Academy

Highlights from Latest Inspection

What is it like to attend this school?

This school's mission is to unlock all pupils' potential by 'sharing God's love and making a difference'.

Pupils show kindness and respect to each other. They are keen to play a positive role in their community.

Pupils live up to teachers' high expectations.

Pupils' behaviour and conduct are exemplary. In lessons, they learn without distraction. Pupils have confidence that teachers will keep them safe.

They say that bullying is rare. Pupils describe St Mary's as 'a family'. Pupils from all faiths, families and cultures are welcome and celebrated.

Leaders provide rich and meaningful ways to develop pupils' personal development and character. ...St Mary's 'SPIRIT' is central to this. Equality ambassadors promote fairness.

The 'circle of friends' helps their peers to make and then sustain friendships. Countless activities take place to raise funds for local and national charities. Pupils take on leadership roles, such as leading worship, chairing committees and acting as treasurer.

They write to the headteacher if they have an idea or a concern. Pupils take pride in improving their school. They 'make a difference to themselves and others'.

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

Leaders have expertly managed the school during an unprecedented period of challenge. Despite tremendous difficulty, they have kept the school community together.

The curriculum is well planned.

Leaders have focused on the key knowledge they want pupils to learn. Pupils' learning is carefully built upon what they know and can do. Pupils often acquire new knowledge that they confidently understand.

They develop a rich vocabulary.

Teachers have good subject knowledge. They use assessment skilfully to check pupils' understanding.

Pupils have regular opportunities to recall previous learning. This supports them to make links to new knowledge. Teachers often adapt learning to make sure that pupils learn well.

This is done more skilfully in some subjects than in others.

The teaching of reading is a priority. There is a well-planned and sequenced phonics programme in place.

Teachers quickly identify pupils who need extra help. These pupils receive expert additional support. Pupils achieve very well in reading.

The library was destroyed in the school fire. All books were lost. Staff have been unwavering in their determination to 'get books back in the hands of pupils'.

Pupils have access to a wide range of books. They are introduced to different authors and texts. Additionally, books reflect the rich and diverse school population.

Children in the early years have an outstanding start. They receive an ambitious curriculum taught by knowledgeable specialists. Children are completely engrossed in their learning.

They understand routines well. They learn to be independent. Children are very well prepared for Year 1.

The impact of the school fire has been particularly significant for pupils with special educational needs and/or disabilities (SEND). All pupils have experienced a great deal of disruption. There has been a lot of change.

This has been extremely unsettling for pupils with SEND and their families. Leaders have worked hard to make sure that pupils, particularly pupils with an education, health and care plan, receive the expert support that they need. Pupils with SEND achieve well in school.

Pupils have excellent attitudes to learning. Their behaviour is exemplary. Attendance continues to improve.

Pupils benefit from a thoughtfully planned and structured personal, social and health education curriculum. The curriculum considers the local context. This helps to keep pupils well-informed and safe.

The school promotes equality of opportunity and diversity effectively. The teaching of protected characteristics is a strength. There is celebration of the Catholic faith but also the culture and faith of others.

This meets leaders' ambition of 'building mutual respect and tolerance'.

Staff have worked together as a strong team. They feel appreciated and supported.

They are rightly proud of their achievements. They are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Staff know children and their families and carers extremely well. The family liaison officer works tirelessly to ensure that positive relationships are built. Her work is helping to ensure that the most vulnerable pupils are in school, are safe and are learning.

Staff are well trained. They know the actions needed to support the most vulnerable pupils. Staff are vigilant.

They tenaciously ensure that pupils are safe in the temporary school.

The single central record of staff meets statutory requirements.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is expertly planned.

In a few subjects, this expert planning is not suitably adapted to meet the needs of all pupils. This means that some pupils do not acquire the knowledge and skills that they could. Leaders must make sure that the curriculum across all subjects is implemented securely and consistently to meet the needs of all learners.