St Mary’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend St Mary's Catholic Primary School.

They describe the school as 'a small but friendly place where everyone knows one another well'. Pupils who are new say this helps them to settle in quickly.

The school has high expectations for pupils' behaviour.

All pupils understand and meet these expectations extremely well. This starts in the early years where children follow the routines that are in place and display positive learning behaviours. Pupils across the school show high levels of respect and care towards one another.

Learning is not disrupted. There is a calm and purposeful atmosphere across the school.

Pupils bene...fit from the caring and respectful relationships that they have with staff.

They know that adults are there for them if they need to share any worries or concerns. As a result, pupils of all ages feel safe.

Pupils enjoy a range of clubs and activities such as cricket, gardening and visits to London.

They make a significant contribution to the life of the school through their roles as house captains, 'mini vinnies', school and eco councillors. Pupils say these roles make them feel proud and enable them to help others.

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

The school has high expectations for what all pupils can achieve.

An ambitious curriculum is designed and sequenced well. In history, for example, the curriculum makes clear the important knowledge that pupils need to learn and when. Children, for example, in the Reception Year develop their understanding of past and present well when talking about how trains have changed over time.

Older pupils use their knowledge of ancient Greece when considering how the Olympic games have evolved over time.

Reading is a priority for the school. Pupils read and listen to a wide range of texts.

They say that this helps them to develop their vocabulary and imagination. Children in the early years learn and remember new sounds well. If pupils fall behind, they receive the help and support they need to help them to catch up quickly.

As pupils move through the school, they read with increasing accuracy and fluency.

In mathematics, the training that teachers receive provides them with the expertise they need to teach the subject well. Teachers present new information clearly and adapt learning well.

Pupils build their mathematical knowledge effectively over time because of this. Children in the early years confidently use their knowledge of number when talking about repeating patterns. Older pupils use their prior understanding of time when completing more complex tasks about timetables.

Despite this, in other areas of the curriculum, teachers' pedagogical knowledge is less secure. Where this is the case, they do not adapt learning well enough to meet the needs of all pupils. This means that some pupils have gaps in their knowledge or do not build a depth of understanding over time.

This hampers the progress that some pupils make.

The school has strengthened its systems to identify the needs of pupils with special educational needs and/or disabilities (SEND). It uses the advice it receives from external agencies well, particularly for those pupils with speech and language difficulties.

Despite this, some individual support plans are not precise enough. The small steps that pupils with SEND need to make are not identified consistently. This means that some pupils with SEND do not receive the support they need to enable them to progress through the curriculum as well as their peers.

Pupil's behaviour in lessons and during social times is exemplary. They are extremely polite and well mannered. Older pupils confidently share their mature views about national and world events.

Pupils and parents understand the importance of regular attendance. The school has effective systems in place to support the small number of pupils whose attendance is a concern. As a result, pupils' attendance is high.

The school's development of pupils' character is a strength. Pupils have many opportunities to take part in community events. For example, they sing at a local care home or participate in memorial events.

Pupils develop their understanding of British values such as respect and democracy well. They know why equality is important in the world they live in and how harmful discrimination can be. Pupils are well prepared for life in modern Britain.

Local governors and trustees share the school's ambition. They provide effective support and challenge to the school. Governors fulfil their statutory duties effectively.

Staff appreciate the opportunities they have to collaborate with other schools which supports their workload and develops their expertise.

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, teachers are still developing the pedagogical knowledge they need to teach the curriculum well.

As a result, learning is not adapted well enough to meet pupils' needs. Where this is the case, pupils, including those with SEND, do not develop their knowledge well enough across the curriculum. The school needs to ensure that teachers develop the necessary pedagogical knowledge they need so that all groups of pupils progress through the curriculum well.

Some individual support plans for pupils with SEND are not precise enough. This means that these pupils do not receive the help and support they need to learn the curriculum well. The school should ensure that support plans are sufficiently detailed and implemented effectively to better meet the needs of all pupils with SEND.