St Mary’s RC Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school has established a mission built around the love of God, the school community and learning. Pupils understand that what they learn now will help them to achieve their aspirations for the future. There is a real sense of family at St Mary's RC Primary School.

Leaders have established a culture that helps pupils to feel happy and safe. One parent summed up the views of many by saying, 'My child skips into school every day.'

The school has high expectations for pupils' achievement.

The new leadership team has established an ambitious curriculum. In early years, children quickly learn the skills that they need for future learning. This prepares childre...n well for the demands of Year 1.

Pupils, including those with special educational needs and/or disabilities (SEND), achieve well. Across the school, pupils are well prepared for the next stage of their education.

Adults help pupils to manage their feelings and behaviour well by applying expectations consistently.

Pupils readily rise to these expectations. They treat each other courteously and with respect. Pupils behave well most of the time.

If pupils struggle to manage their emotions, staff provide caring support that helps them to get back on track quickly.

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

The school's recently revised curriculum is in the early stages of implementation. In the main, the curriculum is taught consistently well.

In early years, staff help children to develop very positive attitudes to their learning. Children cooperate consistently well with each other. They sustain their concentration in order to complete the activities that they are given.

Across the school, pupils follow established routines that help them to focus on their learning. In mathematics, children in early years quickly develop their understanding of number. This helps them to become confident in making different amounts.

Older pupils have lots of opportunities to rehearse and repeat their learning. Pupils use their knowledge to help them to solve increasingly complex mathematical problems.

In most subjects, the knowledge that pupils need is clearly identified.

Pupils explained their impressive knowledge about how to introduce variables to conduct science experiments. In early years, children develop their scientific understanding by exploring their senses and making observations. However, in some subjects, the important knowledge that pupils need has not been clearly defined or taught.

Some pupils have gaps in their prior knowledge. In these areas, pupils struggle to connect their new learning to the things that they already know.

Reading is a priority across all year groups.

Staff are skilled in helping pupils to become fluent readers. In early years, children confidently master new sounds quickly. Adults introduce ambitious new language.

Children use this language to enthusiastically explain their learning. Throughout the school, pupils who struggle with reading receive exemplary support to help them to become fluent readers. Adults invest in carefully chosen literature and regularly bring stories to life for pupils.

Pupils become confident readers.

The school quickly identifies the additional needs of pupils with SEND and provides exceptional support for them. This is helping pupils to develop academically and socially.

The school makes sure that pupils are supported to learn the curriculum from their different starting points. Pupils with SEND thrive.

Pupils have very positive attitudes to their learning.

They sustain their concentration to complete the tasks that they are given. Pupils told inspectors that they love school. They want to attend every day.

Attendance is high.

The school promotes pupils' wider personal development. Pupils learn about enterprise in each year group.

For example, they participate in a 'Dragon's Den' enterprise activity to help raise money for the school. Across the school, pupils have opportunities to debate issues. Pupils shared their debate about building a new dam and the different arguments against and in favour.

The curriculum for personal, social, health and economic (PSHE) education helps pupils to understand the different ways that people live. Pupils know that everyone deserves to be treated with respect. They spoke with maturity about issues such as staying safe online.

However, some aspects of the PSHE curriculum are less well developed. For example, older pupils struggle to remember important information about healthy relationships and consent.

Those responsible for governance are knowledgeable about the school.

They use their experience well to challenge and support leaders. The school delivers effective professional development for staff. This helps to ensure that changes and improvements are sustained.

The workload and well-being of all staff are carefully considered. Staff are proud to be part of this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The important knowledge that pupils require is not identified and taught clearly enough in some curriculum subjects, including some aspects of PSHE. In these areas, pupils sometimes struggle to acquire and remember the important knowledge that they need. The school should make sure that this important knowledge is clearly identified and that teachers are clear about the order in which this content should be taught.