St Patrick’s Catholic Primary School

Highlights from Latest Inspection

Outcome

St Patrick's Catholic Primary School continues to be a good school.

What is it like to attend this school?

Pupils arrive happily each morning knowing they will learn plenty and have fun with their friends.

They learn the difference between right and wrong at a very early stage. Strong relationships ensure that pupils learn in a calm, nurturing and inclusive environment. Pupils are kind to each other.

One Year 6 pupil commented, 'The best thing about this school is the community of people around us because everyone is loving and caring.'

The school has constructed a carefully-sequenced curriculum. Pupils' learning builds over time.

They work hard in class... and take pride in their work. Pupils play well together outside and show good manners throughout the day. They respect each other and appreciate the views of others from different backgrounds.

When things are tricky, pupils know there is always a friend or a member of staff who will help them.

Spirituality is a key element of the school's ethos. Pupils have a daily opportunity to self-reflect on stories which include moral messages.

Pupils consider these carefully and think about how they can use them in their daily lives.

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

The school's ambitious staff want all pupils to achieve their best. The curriculum includes the key knowledge, skills and vocabulary pupils need.

Teachers deliver lessons in a careful order to help maximise pupils' learning. Most teachers use effective approaches to help pupils to learn well in lessons. However, some teachers need further support to ensure they have strategies to ensure all pupils learn as well as they could in all subjects.

The school ensures pupils become good readers and enjoy what they read. Teachers have thought carefully about the vocabulary in the books they read to their class. These texts enhance pupils' imagination and exposure to new words they can use.

The teaching in the early years and Year 1 gives pupils a strong start in reading. Classroom staff know the pupils well and guide them through the school's early reading curriculum systematically. For pupils who are struggling to read, additional support focuses on filling any gaps in understanding.

However, some members of staff do not have the sharpness of professional understanding that is necessary. This means that a few pupils who are struggling to learn to read are not given the precise support they need.

Pupils' achievement is good.

Pupils with special educational needs and/or disabilities (SEND) receive appropriate support throughout lessons to ensure they achieve well. Individual plans show what support pupils with SEND need next. Pupils learn well in English and mathematics because they listen carefully to their teachers, who check how well pupils are learning the curriculum effectively.

In wider curriculum subjects, such as art, pupils learn important knowledge. Pupils have a real sense of personal pride in the work they produce. However, in some of these wider curriculum subjects, teachers do not routinely check how well pupils have learned the curriculum.

As a result, teachers do not always know if the pupils are ready for the next steps in their learning.

Pupils' behaviour in class, around the corridors and outside is very good. They are polite, well mannered and keen to learn.

Lessons are very rarely disrupted by pupils who struggle to behave. Staff are aware of the importance of consistency and fairness in the distribution of both rewards and sanctions. All this contributes to a very calm and orderly environment to learn in.

The school provides varied opportunities for pupils to try new experiences or develop their skills further. Pupils get the chance to show their own leadership in many ways, such as being school councillors. This gives pupils a further voice.

Pupils take part in a range of clubs, as well as trips and sporting events. All pupils benefit from cultural opportunities, such as art weeks and theatre visits. Pupils develop their musical experiences by performing in the choir or by learning an instrument.

Governors share the staff's determination for all pupils to succeed. As one commented, their aim is to 'unleash the magic talent within each pupil'..'

They know that by fulfilling their responsibilities they help ensure the pupils get a good education. The community of governors, staff and pupils is strong. Parents recognise this, with one commenting, 'My son is very happy at the school.

St Patrick's is a warm, nurturing place where he has had the best start to his education.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The subject and pedagogical content knowledge for some staff could be stronger.

As a result, pupils do not always learn the intended curriculum as well as they could. Leaders need to ensure that staff have the right expertise to ensure pupils make the best progress they can in all subjects, including reading. In some subjects, teachers do not use assessment strategies as well as they could to check what pupils know and remember of the intended curriculum.

This means some teachers do not identify misconceptions and gaps in pupils' knowledge fully effectively. The school should continue to refine its approach to assessment in these subjects.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in May 2014.

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