St Mary’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are taught to care about themselves and each other.

They show respect and kindness to their peers and to staff. Pupils play together well. Older pupils support younger pupils at playtimes by organising games.

They help younger pupils learn how to take turns and celebrate each other's achievements.

Pupils say that bullying is rare. If they 'fall out' with their friends, staff listen and help them to develop their friendships.

One parent's comment, typical of many, described the staff as being a 'supportive, kind and caring team'.

Pupils take part in a wide range of enrichment activities. They appreciate the opportunity to attend after-...school clubs, such as dance and football.

Pupils keep fit by completing the daily mile. Educational trips help them experience life outside of school. Pupils' talents, interests and citizenship skills are nurtured well.

For example, the chaplaincy team organise fundraising events for charity. Pupils are proud to represent their school at sporting events.

Pupils are always keen to read with Alfie, the reading dog.

They enjoy learning and attend school regularly. This positive attitude to school life begins in the early years.

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

Leaders have designed a clearly sequenced curriculum.

They have focused on providing a broad and balanced curriculum that extends pupils' thinking beyond reading, writing and mathematics. This is a strength of the school. Pupils with special educational needs and/or disabilities (SEND) benefit from the same curriculum as their peers.

Subject leaders have identified 'big ideas' across all subject curriculums. Teachers use these to plan learning activities to help pupils build on prior knowledge successfully. For example, pupils recall French phrases and important people through history well.

The curriculum's 'big ideas' are taught across all subject areas. However, this work is new. As a result, essential knowledge is not taught consistently well across some subject areas, including the early years.

This means that, sometimes, pupils cannot make connections between important concepts.

Teachers regularly check pupils' knowledge and recall of prior learning. Where teachers use assessment information effectively, they quickly rectify misconceptions and gaps in pupils' knowledge.

This includes for disadvantaged pupils and pupils with SEND. For example, in mathematics, practice sessions are used well to help pupils to secure their knowledge of mathematical concepts. This helps pupils build their knowledge over time successfully.

Leaders prioritise reading. This begins in Reception Year when children are introduced to the joy of books. There are many books in the classroom to interest children and match the learning theme.

The youngest pupils read books that closely match the phonics they learn. Staff's phonic knowledge is secure. They use this to check pupils' phonic knowledge and quickly spot those who need help.

Pupils who need additional help have appropriate extra practice.

Teachers model reading skilfully and discuss a wide range of books regularly. Pupils borrow books from the school library frequently.

Pupils enjoy reading to adults. This supports pupils to read with fluency and develops their comprehension skills well.

The learning environment across the school is calm and orderly.

Some pupils need extra help to learn how to understand and manage their feelings. Staff are quick to spot who needs this additional support and to provide help. This leads to productive learning in class and enjoyable playtimes.

Staff support for pupils' personal development is a strength of the school. Pupils know how to keep their bodies and minds healthy. They are taught about the importance of respect and safe, positive relationships.

Pupils are developing their knowledge of life in modern Britain. They have an appreciation of difference and diversity across Britain.

Leaders are committed to the school, its pupils and staff.

They are mindful of individuals' well-being and ensure staff workload is manageable. Staff appreciate the support they receive from leaders.

Governors monitor school improvement effectively.

They know and understand the impact of leaders' work. Governors hold leaders accountable for their roles and responsibilities. For example, they check the impact of leaders' actions to improve pupil attendance.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure recruitment checks are completed before staff and volunteers begin working at the school. Staff and governors attend regular safeguarding training.

Staff report and record welfare and safety concerns. Leaders respond quickly to staff concerns with suitable actions. Leaders work with and challenge external practitioners to secure appropriate support for pupils.

Pupils know how to keep themselves safe. Online safety messages are reinforced by visitors to the school, such as local police community support officers.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have identified the essential knowledge they want pupils to know and remember.

However, teachers have not implemented this consistently across some foundation subject curriculums. This means pupils do not always remember important concepts so are unable to build on prior learning and make connections between concepts taught. Subject leaders need to support staff to teach effectively the essential knowledge pupils must know and remember across foundation subject curriculums.

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