St Patrick and St Edmund’s Catholic Primary School

Highlights from Latest Inspection

Outcome

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

What is it like to attend this school?

This is a time of great change at St Patrick and St Edmund's.

Since the last inspection, the two schools have come together. There are high expectations for all pupils. An exciting new curriculum and revised leadership team have brought a renewed sense of enthusiasm and drive to the school.

This has resulted in pupils enjoying their learning and achieving well.

Relationships are important. From the very start, in Nursery, the school takes the time to support children and families with the important transition into school life.

These pos...itive relationships continue throughout the school, and staff know their pupils and families well. Parents appreciate the support that they and their children receive. They know that the staff care, and will keep their children safe.

Pupils behave very well in lessons and on the playground. They show kindness and respect to adults and each other. They are also extremely polite and welcoming to visitors.

Pupils feel safe. They know adults will help them when needed. Pupils listen to their teachers and respond well to instructions.

This begins in the early years, where children follow clearly established routines. They have positive attitudes to school and to their learning.

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

The school is ambitious for all pupils.

Subject leaders have developed a curriculum to be proud of. When creating the curriculum, the school used current research and learned from others. This is reflected in the careful planning of it, including making links across subjects.

A consistent approach to helping pupils to recall earlier learning helps them to remember what they have learned, and enables them to use it in new situations. Mathematics is a strength of the school and is well planned out. Pupils enjoy their lessons and achieve well.

The leaders of foundation subjects have planned the content and the assessments. There has been a lot for staff to learn, but the strong team ethos means that they have helped each other. However, subject leaders are yet to check how well pupils are learning the planned curriculum and what additional support teachers require to deliver it consistently well.

Pupils with special educational needs and/or disabilities are well supported to learn alongside their classmates. Their needs are assessed effectively. The school has created a base to meet the needs of a small number of children with complex needs.

This is successfully helping them to achieve their personal targets.

Reading is a priority and, following the introduction of a new phonics scheme, the school has ensured that early reading books are well matched to pupils' learning needs. This helps pupils to learn their phonics quickly.

Pupils read confidently, and those who need to catch up receive effective support to do so. However, the same cannot be said for writing. While most pupils reach the standards expected for their age, some pupils do not receive the support they need to reach their full potential.

In the early years, children benefit from a large, well-organised outside space that they use with enthusiasm and treat with respect. Classrooms are planned so that children practise their new skills and knowledge through play. The early years curriculum has been revised recently.

However, some of these changes have not yet made sufficient impact on children's progress in the early years. This means that some are not as well prepared for key stage 1 as they could be.

Pupils' behaviour is very positive.

Pupils know the 'golden rule' – to treat others as you expect to be treated yourself. This rule guides their behaviour. When asked if that means that older pupils look after younger ones, the reply came instantly: 'Of course'.

Behaviour in classes, on the playground and in the canteen proves that this is the case.

The school understands how important regular attendance is if pupils are to learn well, and has prioritised attendance. It works with families and encourages pupils in a variety of ways to keep attendance rates high.

The school prioritises pupils' personal development well. A broad range of experiences allow them to take on leadership roles, make decisions in school and contribute to their wider community. Pupils at St Patrick and St Edmund's are well prepared for the next stage of education academically, socially and emotionally.

During the recent changes, staff and leaders have worked together to create the best possible opportunities for all pupils. Staff speak of an open-door policy, which they appreciate. The vast majority say that leaders listen and are considerate of their workload.

Governors understand their responsibilities and support the school well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The writing curriculum is not as well developed as other curriculum areas.

As a result, some pupils do not achieve as well as they should. The school should implement its new approach to improve the quality of writing and monitor it to ensure that all pupils reach the standards they are capable of. ? Recent changes to the curriculum and curriculum leadership have not yet been fully embedded in the school.

This means that some subject leaders are not fully informed or as knowledgeable about developing their own curriculum. The school needs to ensure that all subject leaders develop their specialisms and enhance their monitoring skills so that they are able to lead and improve their subjects further. ? Some children in the early years do not achieve as well as they should.

This means that they are not sufficiently prepared for the curriculum in key stage 1. The school should refine the early years curriculum and practice in the early years to ensure that all children make good progress.

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 June 2014.