St Mary Magdalene Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils embody the school ethos of 'Let your light shine'. They show this through their confident and articulate discussions of the subjects they learn.

Pupils have very positive attitudes to learning. As a result, classrooms are lively and purposeful. The school has high expectations and helps pupils to achieve well.

Pupils work hard to meet these expectations. Their work shows they learn important skills and knowledge. Pupils are well prepared for their next stage of education.

Pupils are happy in school. They know the adults here keep them safe. Pupils understand the school expectations and follow these carefully.

This helps them to behave extremel...y well. Pupils show high levels of respect for everyone. Breaktimes are calm and pupils play together excitedly.

The school ensures that pupils have ample, rich opportunities to develop a range of skills and talents. Pupils enjoy a variety of clubs. The school makes sure that the most disadvantaged pupils benefit from these too.

Pupils play several sports and learn musical instruments. They have many opportunities to share these talents. These include keenly contested sports competitions with other schools or regular 'rock' performances in the school.

Pupils also enjoy a very popular bridge club, where they can apply and develop the skills they learn in mathematics.

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

The school has selected and refined a curriculum that is ambitious for all pupils. From early years to Year 6, teachers clearly identify the skills and knowledge they want pupils to learn.

Opportunities for pupils to return to their prior learning over time help them to remember the curriculum content.

Teachers have secure subject knowledge. This helps them to explain learning clearly.

Staff check pupils' understanding carefully. As a result, teachers identify any potential gaps in knowledge accurately. Staff help pupils catch-up effectively.

In a small number of subjects, the tasks that some teachers select are not always well designed enough to meet the needs of pupils. Consequently, in these subjects, pupils do not learn the curriculum as deeply as they could.

The school prioritises and promotes reading effectively.

Starting in the early years, pupils encounter a range of high-quality and engaging texts. Older pupils read widely and discuss the books they enjoy excitedly. Pupils in the early stages of reading are well supported.

Well-trained staff teach phonics consistently well. Staff ensure that the books pupils read are closely matched to the sounds and letters they know. This means that pupils can practise their reading independently.

Teachers check pupils' phonics knowledge carefully. This helps them to plan activities to help those who fall behind. As a result, pupils catch-up swiftly.

The school has well-established processes to identify the needs of pupils swiftly and accurately. This includes pupils with special educational needs and/or disabilities (SEND).Staff work hard to understand pupils' barriers to learning.

This helps them to adapt learning effectively. As a result, pupils with SEND learn the same curriculum content as their peers. Pupils with SEND make clear progress through the curriculum from their starting points.

Children in early years are capable communicators. They use a range of subject-specific vocabulary confidently. Pupils throughout the school have age-appropriate knowledge in reading, writing and mathematics.

The vast majority of pupils apply this learning accurately. Pupils learn a range of skills across the wider curriculum. For example, they learn to play a range of tuned percussion instruments with increasing skill and accuracy over time.

The school's ethos underpins pupils' personal development. Pupils develop very mature attitudes to diversity. They understand clearly the importance of respect and tolerance for all.

The school's work in fundraising for local and international charities enhances pupils' understanding of this. The curriculum extends far beyond the classroom. Pupils benefit from a range of well-planned trips and visits that extend their learning.

For example, pupils undertake an annual 'fieldwork fortnight'. Pupils carry out investigations in the local community to deepen their learning in geography.

Pupils have positive relationships with staff and with each other.

As a result, the school is a calm and happy place. Pupils like to attend school. This is reflected in pupils' regular attendance.

The school responds quickly to pupils' absence and offers a range of support to pupils and their families to improve attendance.

Leaders provide the committed staff team with helpful training, support and advice. Staff know their roles well and work closely with leaders.

Staff are positive about the support and professional development they receive. Governors work closely with the school. They share the same high ambition and offer challenge and support in equal measure.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the school does not select some learning activities carefully enough. As a result, pupils do not learn what is intended as deeply as they could.

The school should ensure that teachers have the knowledge and skills to design activities that implement the ambitious curriculum consistently well across all subjects