St Patrick’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are incredibly proud to be a part of this nurturing and caring school. They are confident, kind and articulate individuals. Older pupils, in particular, can speak with maturity and clarity about a range of different topics.

Pupils' conduct around school is impeccable. They rise to meet the school's high expectations for their behaviour and learning. Pupils are highly respectful of staff and each other.

This allows everyone to learn without distraction. In the early years, children settle quickly into school routines and get along well together.

Pupils are enthusiastic to learn.

They work hard and enjoy school. Pupils speak confidently about th...eir learning and they are keen to learn more every day. Pupils, including pupils with special educational needs and/or disabilities (SEND), achieve well.

They talk inspirationally about school. They said that it teaches them the 'rules for life', it is 'life-changing' and it is a 'privilege to come to school here'.

Pupils enjoy being with their friends.

They care deeply for each other and the wider world. They enjoy their time together on the many school trips to museums, art galleries and residential centres. Pupils can choose to take part in an extensive array of extra-curricular opportunities.

Staff provide tailor-made activities to fire pupils' interests.

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

The school has developed a broad and ambitious curriculum. It has clearly identified the key knowledge that pupils should learn from the beginning of early years to the end of Year 6.

Learning builds in a logical way and this ensures that pupils have strong foundations for future learning.

In the main, the curriculum is delivered well. Teachers have strong knowledge of the subjects that they teach, and they present information to pupils clearly.

However, from time to time, staff do not choose the most effective activities to support pupils in learning all that they can. This means that some pupils do not learn to the depth that they could.

The school's English curriculum is designed around carefully chosen books.

Pupils read a wide range of literature and enjoy class texts that support their learning in other subjects. In early years, staff share stories and rhymes with children to develop their language skills. This continues as children move into Year 1.

Nevertheless, a small number of pupils who find learning to read difficult do not access books that match their phonics knowledge. On occasion, some staff do not use the most appropriate strategies to support these pupils. Older pupils are highly articulate about books and authors.

Reading ambassadors have visited the local bookshop to choose new and exciting stories for their classmates to read. Pupils use expression and detail to recall and retell stories that they have read previously. Most older pupils read with accuracy and independence.

The school uses a range of information to identify and address any gaps in pupils' learning. Most pupils with SEND access the same ambitious curriculum as their peers and they typically achieve well. The school liaises effectively with professional agencies as well as parents and carers.

This ensures that pupils with SEND receive the support that they need. Similarly, the school works well with parents, carers and external agencies when needed to ensure that pupils attend school as often as possible.

Pupils' attitudes to learning are exceptional.

They work hard in lessons. They follow adults' instructions promptly and effectively. Their positive attitudes contribute greatly to their successful learning.

Pupils collaborate well with one another. This starts in early years, where children learn about the importance of sharing, working together and supporting each other.

The school's offer to enrich pupils' personal development is noteworthy.

Pupils embrace their various leadership responsibilities, for example as subject ambassadors or as part of one of the school's faith groups. Pupils can also elect each other as school councillors. The school council holds open surgeries when other pupils can come along to share their ideas.

Pupils in this school have an active voice in what happens next for them. Pupils in key stage 2 enjoy their daily well-being walks in the local community. During these, they get to greet local residents.

Pupils' vision for sustainability and their plan to improve this in their grounds is impressive. They show a deep understanding of why looking after the world is important to them. Pupils make a valuable impact on the life of the school and the wider community.

Staff are positive about their own development, workload and well-being. They are proud to be part of a successful team. Governors understand their role and their statutory duties.

They provide effective support and challenge 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)

• A small number of pupils who find reading difficult do not receive effective support to address gaps in their phonics knowledge.

This is because, on occasion, pupils' books do not match their phonics knowledge. In addition, from time to time, some staff lack expertise in providing targeted support. The school should ensure that staff receive the support that they need to help pupils to catch up quickly in reading.

• In some subjects, staff do not choose the most appropriate activities to help pupils learn the intended curriculum. This prevents some pupils from developing a deep body of subject knowledge. The school should ensure that teachers make the most appropriate pedagogical choices to teach new curriculum content.