St Patrick’s Roman Catholic Primary School, Walton-le-Dale

Highlights from Latest Inspection

Outcome

St Patrick's Roman Catholic Primary School, Walton-le-Dale has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils feel happy and safe in the school's welcoming environment.

They work alongside staff to welcome any newcomers to the school. Pupils know and understand the school's values of 'learn, grow and shine'. They live these values out through their confident, positive behaviour.

Pupils talk to trusted adults about any worries that they have.

The school serves and cares for families well. It forms strong, productive relationships which put pupils' interests first.

Many p...arents and carers appreciate how supportive and approachable staff are. Pupils say staff help them with their work and they try their best in return. They rise to leaders' expectations and many pupils achieve well.

Pupils are proud of the school's diverse community. They speak readily about equality and enjoy learning about different cultures. Pupils take part in various activities which extend their talents and interests.

These include residential visits, retreats and trips to a local wildlife sanctuary. They take on a range of responsible roles, such as school councillors, librarians, head boy or head girl. Pupils learn about nature and sustainability, such as through extra-curricular clubs in gardening and environmental protection.

They enjoy learning about the ducks, deer and hedgehogs who visit the school grounds.

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

The school has developed an ambitious curriculum. It has identified the knowledge that pupils need to learn from early years through to Year 6.

The school has recently reviewed the curriculum. This has ensured that pupils can build their knowledge in manageable steps. Pupils typically achieve well and are well prepared for secondary school.

Pupils' attainment in mathematics in the 2024 national assessment at the end of Year 6 was not as strong as it has been previously. The school has acted quickly to make positive changes to how the mathematics curriculum is taught. Pupils make helpful connections to their previous learning.

For example, pupils gain fluency with times tables work and use this knowledge successfully to gain an understanding of fractions later in the year.

Occasionally, the curriculum is not delivered as well as the school intends. Sometimes, teachers do not select activities that match pupils' needs or the subject content that is being taught.

At times, this means that some pupils do not learn new knowledge as securely as they could. Since the previous inspection, the school has made progress in making sure that there are clear systems in place to check pupils' learning across different subjects. However, at times, staff do not spot pupils' misconceptions quickly.

This leads to gaps in pupils' learning.

Typically, staff support pupils with special educational needs and/or disabilities (SEND) well. The school enlists the help of specialist agencies when necessary.

However, there is some variation in how well the school identifies the specific needs of some pupils with SEND. This is especially true for pupils with social, emotional and mental health difficulties. As a result, staff have not had sufficient support to meet these pupils' needs.

This means that a small number of pupils with SEND struggle to learn.

Children settle well into school in the early years. They develop skills such as coordination and teamwork through regular physical activity.

The early years curriculum has a firm focus on communication and language. This prepares children well for learning in Year 1.

The number of pupils meeting the phonics standard last year at the end of Year 1 fell below the national average.

Since then, the school has sharpened its approach to teaching early reading. Ongoing training has ensured that lessons are delivered well, so that pupils are doing much better currently. Teachers quickly identify those who are falling behind and give additional support.

As a result, an increasing number read fluently. A love of reading is promoted well across school. Pupils enjoy listening to staff reading to them each day.

This helps pupils read with expression and learn new words.

Pupils' behaviour across school is respectful. Staff have worked successfully to ensure a consistent approach.

Pupils listen well and learn in a calm environment. The school has supportive systems in place to make sure pupils attend regularly and on time. Pupils' attendance rates are high.

Leaders work successfully to promote pupils' personal development. Pupils learn about bicycle and road safety. This helps prepare them for managing the risk of heavy traffic outside the school.

Governors know the school well. Governors are aware of the school's areas of strength and development. Staff value the support that they receive.

They feel the school cares for their well-being and workload when introducing new ways of working.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• From time to time, the curriculum is not delivered as well as the school intends.

Sometimes, teachers do not select activities that match pupils' needs or help them learn the curriculum content. This means that some pupils do not learn as well as they could. The school should ensure that the curriculum is delivered consistently well so that all pupils can learn successfully.

• Sometimes, teachers do not check pupils' understanding carefully and do not spot misconceptions. As a result, learning moves on too quickly while pupils develop gaps in their knowledge. The school should ensure that staff have the necessary expertise to check pupils' learning and address misconceptions so that pupils learn the curriculum with greater success.

• The identification of the specific SEND needs of some pupils is not as precise as it could be, especially for pupils with emotional and mental health needs. This means that on some occasions, pupils struggle to get the support they need. The school should ensure that staff gain the expertise that they need to identify and support pupils with SEND more effectively.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.