St Mary’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Mary's Catholic Primary School is an inclusive and caring school. The school has high aspirations for all pupils, including disadvantaged pupils, to achieve their best possible outcomes.

Pupils respond well to the school's high expectations and enjoy their learning.

They benefit from a range of carefully planned experiences, such as the opportunity to visit the Royal Opera House.

Pupils value learning how to keep themselves safe and benefit from weekly visits from the local police community support officer. Pupils can talk to any of the adults at school if anything is worrying them.

Pupils are proud to be part of their school's diverse community. ...They like learning about different cultures, languages and faiths. One pupil said that, 'The best thing about my school is that we all treat each other equally, no matter how we look or what we believe.'



Pupils really enjoy taking on extra responsibilities. These include being a school councillor or one of the school's 'peace makers'. Pupils are proud of their roles and the impact that they have on both the school and wider community.

As one pupil explained, 'I enjoy helping to set up charity events and organising money and food donations for people who need it.'

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

Children get off to a secure start in the early years. The curriculum focuses on developing children's early language and communication.

This is effective in supporting the high number of children who speak English as an additional language. Staff model new words and encourage children to use them in their own spoken language. The indoor and outdoor learning areas include resources which represent a range of cultures.

Children enjoy learning through play. They can follow their own interests and develop independence. Children are well prepared for the transition to Year 1.

The school prioritises reading. Pupils learn to identify sounds and blend them together to decode unfamiliar words. Extra support is in place for any pupil who needs help to keep up.

Pupils develop well as fluent readers. In key stage 2, pupils learn how to interpret what they have read. Staff read to pupils daily and encourage reading for pleasure.

The school's outdoor library allows pupils to borrow books whenever they wish.

Previously, pupils did not achieve as highly as they could in some subjects. Curriculum improvements and focused training for all staff have had a positive impact on pupils' knowledge and skills in English and mathematics.

For example, in mathematics, pupils now develop secure fluency, problem-solving and reasoning skills. They benefit from additional opportunities to practise times tables and mental arithmetic. Pupils enjoy mathematics and feel well supported.

Current pupils have more opportunities for writing and widening their vocabulary in a range of subjects.

The school has identified the important knowledge that pupils should know and remember. However, teachers' methods for checking pupils' understanding in lessons are inconsistent.

Pupils cannot always recall or apply what they have been taught.

Pupils with special educational needs and/or disabilities (SEND) achieve well. The school works proactively with a range of external agencies to secure any support that these pupils need to access the same curriculum as their peers.

When this is not possible, pupils with SEND access carefully adapted activities designed to meet their needs.

Arrangements for monitoring the impact of the curriculum vary between subjects. This means that the school does not have a fully accurate overview of curriculum strengths and weaknesses.

The vast majority of pupils listen intently, ask and answer questions and show an eagerness to do their best. For pupils who struggle to manage their emotions, high-quality pastoral support is provided. High behaviour expectations have led to a significant reduction in the number of suspensions.

The school's work to promote pupils' personal development is a real strength. Pupils show a mature understanding of diversity and equality. They are supported to develop virtues and values for life.

Pupils participate in the life of the local community, such as visiting residents at the local care home. Pupils demonstrate an age-appropriate understanding of different types of relationships. They know how British values relate to their everyday lives, for example by comparing the general election to voting for the school councillors.

The school supports staff with their workload. Staff feel their well-being is also considered. Staff value the high-quality training they receive and the chance to network with other professionals across the trust.

Those with responsibility for governance know the school's strengths and improvement priorities well. They offer the school appropriate and effective support and challenge.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers currently use a range of different ways to check how well pupils remember what they have been taught. The frequency of these checks, and how teachers use the information they gather, varies. As a result, pupils' knowledge and understanding are not always secure.

The school should ensure that teachers use assessment consistently and systematically to check pupils' understanding and inform their teaching. ? The quality of curriculum monitoring is not consistent across all subjects. In some areas, the arrangements for checking that the curriculum intent is implemented and having the desired impact are not secure.

As a result, the school does not have a fully accurate overview of curriculum strengths and weaknesses. This limits opportunities for pupils to develop increasingly secure knowledge and skills in all areas. The school should ensure that there is consistent and accurate oversight of the curriculum, so that pupils know and remember more in all areas as they progress through the school.