St Patrick’s Catholic Primary School, Ryhope

Highlights from Latest Inspection

What is it like to attend this school?

Pupils embody the school's values, including compassion and tolerance. They are proud to be part of the St Patrick's community.

Pupils have a keen sense of equality. In this small but multicultural school, pupils demonstrate high levels of respect for others. They understand the school's motto of 'small but mighty'.

A pupil reflected the words of others by saying that 'everybody together makes us strong through friendships and harmony'.

Pupils' behaviour and attitudes to learning are positive. A purposeful learning environment pervades the school.

Adults deal with any issues around behaviour quickly and effectively. Pupils are safe. Well-trained adul...ts support them well when they are worried.

Pupils benefit from a wide range of educational experiences to develop their understanding of safety. Pupils are inquisitive and welcoming to visitors. One parent summed up the feelings of many others by saying, 'The school creates a safe environment where my children are comfortable to be themselves and accept everyone.'



Pupils benefit from the high expectations and aspirations of leaders. Leaders' high expectations for achievement are evident in teachers' classroom practice and pupils' understanding of their learning. The school's curriculum is tailored to the local area.

Pupils at St Patrick's are proud of Ryhope and its heritage.

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

Leaders in the school have worked effectively with colleagues across the trust to develop a high-quality curriculum. This is relevant and exciting for pupils.

Provision for pupils with special educational needs and/or disabilities meets their needs. Procedures for identifying pupils' individual needs are thorough. Adults put effective support in place for pupils who need it.

Children in Reception quickly adapt to the routines and expectations of school life. They benefit from a strong focus on communication and language. This helps them make progress across the early years curriculum.

They are articulate and keen to discuss their learning with adults. The school's provision for phonics is effective. As a result of consistent teaching, pupils develop secure phonics knowledge.

They become confident and fluent readers. Pupils across school have a tangible love of reading. They enjoy numerous opportunities to read for pleasure, including a visit to a large local bookshop for World Book Day.

Lessons enable pupils to embed their learning and apply their prior knowledge to new contexts. In geography, for example, pupils build on their understanding of erosion. They discuss knowledgeably how the Grand Canyon was formed.

Pupils link this to their knowledge of climate and different biomes when exploring climate zones, rainfall and temperature profiles across North America.

Pupils' outcomes from the key stage 2 statutory tests in 2023 are not an accurate reflection of the school's current quality of education. Leaders' high expectations ensure pupils learn the intended curriculum well.

However, assessment in some subjects is not used well to identify gaps in pupils' learning and inform teaching.

Pupils enjoy coming to school. Attendance is high and persistent absence is low.

Leaders are vigilant when following up on any absence. The school has robust procedures in place to improve pupils' attendance even further. These procedures have demonstrable impact.

Pupils show high levels of respect for one another. Their behaviour is positive across the school. The youngest children play together with consideration and care.

Leaders have constructed a curriculum that enables pupils to understand the different forms of bullying and the impact that bullying can have. Older pupils act as lunchtime buddies. They are proud to help the Reception children play at lunchtime as 'it makes them feel welcome when they're really young'.

The school's intentions for high-quality personal development are clear. Leaders plan rich opportunities that extend beyond the academic curriculum. These include pupils performing at Durham Cathedral and visits to a residential home for the elderly.

There are opportunities for pupils to develop their awareness of other faiths and religions, including an educational visit to a Sikh place of worship in Sunderland. Pupils participate in a wide range of extra-curricular activities. These are well attended by pupils.

The school has close links with the neighbouring church. Provision for pupils' spiritual development is strong.

Leaders at all levels, including governors and trustees, have a clear understanding of the school.

They put pupils at the heart of all decisions. Staff are well supported in terms of workload and well-being. Leaders have implemented curriculum open mornings and 'family club' sessions after school.

Parents are very involved with the school. One parent summed up the thoughts of others by saying, 'St Patrick's is very much part of the Ryhope community.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment in some subjects is not used to precisely identify pupils' misconceptions and inform teachers' future planning. This means that gaps in pupils' learning are not identified quickly enough. The school should ensure that its approach to assessment identifies and addresses gaps in learning quickly so that pupils' progress in these subjects closely matches the school's intentions.