St Mary’s Catholic Voluntary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and enjoy attending St Mary's Catholic Voluntary Academy.

They say they feel safe and cared for by the staff. Pupils' attitudes to learning are positive. They are respectful of each other.

They show respect for the school's religious character. Pupils know the importance of being kind. They try to show kindness every day.

They do this by upholding the school's mission, 'Learn to love, learn to believe and learn to achieve'.

Leaders have high expectations of all pupils. Older pupils take on responsibilities, including as lunchtime stewards.

They are role models for the younger pupils and children in school.

The schoo...l environment is calm. Pupils behave well.

Leaders celebrate excellent behaviour in many ways, including the 'mover and shaker award', 'proud points' and 'star pupil awards'. Pupils are proud of their achievements when they receive one of these awards. Bullying is rare.

Pupils say that if it does happen, teachers deal with it.

Parents and carers are extremely happy with the school. One parent, typical of many, said: 'My son really enjoys his time at school and has been really supported by the staff.

It is a caring school.'

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

The school has made rapid improvements since joining the trust. Leaders have prioritised their work on the curriculum.

They have developed strong leaders for each subject area.

The curriculum is well planned and ambitious for all pupils. In designing the curriculum, leaders have been forward-thinking.

For example, when planning learning for Year 6 pupils, they have considered the key stage 3 curriculum that pupils will learn at secondary school. This has enabled leaders to ensure that pupils are prepared well for when they start at their secondary school. The curriculum in some of the foundation subjects does not yet start in the early years.

Leaders have rightly identified as their next priority the need to identify more clearly where all aspects of the curriculum begin in the early years.

Teachers regularly check how well pupils understand what they are learning. Teachers use this information effectively to identify any gaps in learning and to provide the right support.

Most pupils build on their learning over time and can easily recall information. They know what helps them to remember key facts. For example, in mathematics and science, pupils say the '5 questions' activity helps them to remember more of what they learn.

Leaders have prioritised early reading. They have recently put in place a new phonics scheme. All staff have received training to teach phonics.

Teachers quickly identify any pupils who may struggle with their reading. They ensure that these pupils receive support to catch up quickly. Most pupils enjoy reading.

Staff ensure that stories come to life for children in the early years. For example, during story time, children enjoyed going on their own 'bear hunt' in their forest area. As a result of leaders' prioritisation of reading, pupils progress to become fluent and confident readers.

Children in the early years know the expectations adults have of them and follow the class routines. They enjoy their vibrant learning environment. Leaders ensure that all children develop their spoken language.

Those children who start school with low communication and language skills receive the support they need to catch up.

Leaders have high ambitions for all pupils, including those with special educational needs and/or disabilities (SEND). They are quick to identify pupils' additional needs.

Teachers provide appropriate support. Teachers make learning accessible for all pupils by adapting their teaching effectively.

Leaders offer a wide range of opportunities through which they promote pupils' personal development.

There are a selection of clubs on offer, including gymnastics, netball, drama and multisports. These clubs are popular with pupils, including disadvantaged pupils. Leaders prioritise the mental health and well-being of all pupils.

Most pupils understand the importance of keeping themselves healthy, both physically and mentally.

Pupils learn about different faiths and cultures. They know the importance of respecting others who may be different to them.

They celebrate diversity through their assemblies and the 'character awards'. Pupils study a character curriculum, including considering inspirational people. Staff encourage pupils to try to demonstrate key values these people have shown, such as resilience, determination and working hard.

Leaders have worked hard to reduce the number of pupils who are regularly absent. Their actions have seen improvements for some pupils. However, there are a minority of vulnerable pupils who remain absent from school too often.

Staff feel supported by leaders. They say that leaders consider their well-being.

Trust leaders and governors work closely with the school's leaders, providing them with effective challenge and support.

All leaders are rightly focused on improving the school further.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that safeguarding pupils is everybody's responsibility.

All staff receive training and regular safeguarding updates. They identify any pupils who may be at risk of harm. Staff report all concerns promptly.

Leaders act appropriately to follow up any concerns. They work closely with external agencies. They ensure that pupils and their families get the right support.

Leaders ensure that pupils understand any potential safeguarding risks in the community. Pupils know how to keep themselves safe online. They have a good understanding of how to protect themselves when using social media.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some areas of learning, leaders have not identified the precise knowledge they want children in the early years to know, and when. Where this is the case, subject leaders do not always know if children are achieving as well as they should. Subject leaders should ensure that there is clarification around what children learn and when in all areas of learning to best prepare them for Year 1.

• The number of pupils who are regularly absent from school has reduced recently. However, there are a minority of vulnerable pupils who continue to be regularly absent. Leaders should ensure that these pupils receive the support they need to enable them to attend school consistently, so they can benefit from the good education and care the school provides.