St Mary’s RC Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff agree that this is a happy and welcoming school.

Pupils and their families are greeted by staff as they arrive each morning. The pupils told us that they enjoy school. They described their teachers as kind and helpful.

Staff help pupils to achieve the school's mission statement, 'We care, we pray, we work, we play in Jesus' way.' Staff provide a wide range of support to ensure that pupils achieve well. This includes pupils with special educational needs and/or disabilities (SEND).

In 2019 at the end of key stage 2, pupils' attainment in reading, writing and mathematics was higher than that of pupils nationally.Pupils told us how much they enj...oy the many trips that leaders provide. They are excited to learn about French culture, including staying in a chateau, visiting a French market and eating traditional French food.

Through their links with other schools, pupils described how they make friends with children with different religions. Pupils learn to appreciate diversity.

Pupils typically behave well.

They play well together, enjoying the new playground chill and relax area. Pupils said that bullying is rare. They are confident that staff listen to any concerns they have.

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

Leaders have planned a broad and engaging curriculum. Pupils are well prepared for their next stage of education, including pupils with SEND. They develop skills and knowledge across a range of subjects.

Reading lies at the heart of the school's curriculum. Teachers share a wide range of books with pupils. The proportion of pupils who met the Year 1 phonics screening check was well above the national average in 2019.

Children start learning phonics as soon as they start in the Reception class. Teachers make regular checks on how well pupils are learning. They make sure that teaching builds on the letters and sounds that pupils already know.

Pupils have plenty of practice in reading. Reading books match pupils' reading ability. Pupils falling behind in their reading are given a range of effective support to help them catch up.

Pupils leave the school as confident and fluent readers. They enjoy reading and read for pleasure.

Leaders have revised curriculum planning to ensure that pupils develop a secure understanding of topics and concepts.

Subject plans build on pupils' previous learning. For example, in design technology, across different year groups, pupils increase their knowledge of nutrition. In mathematics, staff plan with care the steps that pupils need to develop their written calculation skills.

Leaders have ensured that the school is resourced well. Pupils enjoy the wide range of practical activities that teachers plan. For example, in history, a trip to a museum helped pupils deepen their understanding of Egyptians.

In science, children in Reception took great care planting seeds as part of their topic on growing. For pupils with SEND, staff plan activities which match pupils' abilities.

In subjects including mathematics and computing, teachers have identified what knowledge they want pupils to know and remember.

In some subjects, leaders are improving the details that curriculum plans include. Some staff do not have detailed knowledge about the curriculum in year groups other than their own.

In mathematics and English, staff make very regular checks on pupils' learning.

They use these checks to plan a wide range of support to ensure that pupils do not fall behind. In some subjects, leaders are improving the checks that they make on pupils' learning within that subject. This is to help staff identify any gaps that pupils may have in their understanding.

Through a variety of leadership roles, pupils develop their character. Pupil chaplains spoke with pride about their charitable fundraising and visits to the elderly. Science ambassadors lead whole-school science activities.

Pupils enjoy regular residential trips, with adventurous activities such as climbing and archery. Pupils develop as thoughtful and independent individuals.Leaders have ensured that the school's curriculum helps pupils understand how to stay healthy.

Visitors to school help pupils understand about mental health, including how to relax. Pupils enjoy meditation sessions. They value the wide variety of sports activities, including netball, cricket and cross-country running.

Pupils behave well. They are polite and welcoming to visitors. During our visit, children in Reception listened carefully to adults.

In lessons, pupils are keen to produce their best work. They work cooperatively and contribute to class discussions.

Staff enjoy working at the school.

They told us that leaders are supportive. Staff appreciate the regular opportunities they have to develop their skills. For example, teachers work with staff from other schools to develop their expertise.

Safeguarding

The arrangements for safeguarding are effective.

Staff have regular training. This means they know how to check for signs that a pupil may be at risk.

Leaders work with professionals to ensure that pupils get support when needed. Leaders check the staff recruited to work in school to ensure that they pose no threat to pupils.

Staff and visitors to school teach pupils about the risks that they might face.

Pupils learn how to stay safe when using technology. Pupil road safety ambassadors help pupils learn about road safety. Pupils know that they should speak to an adult in school if they are concerned about anything.

What does the school need to do to improve?

(Information for the school and appropriate authority)

In some subjects, leaders are improving curriculum plans. This is because some curriculum plans lack precision about the knowledge and skills leaders want pupils to acquire. Leaders need to ensure that teachers have a good understanding of the most important content of the curriculum that they want pupils to acquire.

. In some subjects, teachers lack detailed knowledge about how the curriculum progresses from start to end points. This means that in year groups other than their own, staff are not aware of the steps that pupils need to make in their learning.

Leaders should develop teachers' understanding of the curriculum sequencing across key stages and year groups. They should ensure that teachers use this understanding when planning. .

Systems to check pupils' learning are not developed in some curriculum areas. This means that teachers do not have precise information about gaps in pupils' learning. Leaders need to ensure that effective checks are in place which can be used by teachers to develop pupils' learning.