St. Mary’s Catholic Primary School Euxton

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very happy at this school. They told inspectors that the school is a kind and caring place to be. Older pupils play their part in creating a positive environment by serving as 'buddies' for children in the Reception Year.

Pupils enjoy playing ball games in the designated area, affectionately known as the 'ball park', at play times. Pupils behave sensibly and are kept safe at these social times.

The school provides plenty of additional opportunities for pupils to develop their talents and interests.

For example, there is a range of extra-curricular clubs that run before and after school. These range from taekwondo and tennis clubs in the mornings to... reading, science and languages clubs at other points in the school day. There is also a choir for key stage 2 pupils to further explore their interest in music.

The school is ambitious for what pupils, including those with special educational needs and/or disabilities (SEND), should learn. The school's published data for 2023 demonstrates that, in English and mathematics, pupils typically achieve highly by the time they leave in Year 6.

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

The school has recently overhauled much of its curriculum to ensure that it is broader and more balanced.

The school has outlined its expectations for what pupils should learn by the end of each year in each subject. Typically, the school has broken down these expectations into smaller, logical steps of curriculum content. It has provided teachers with useful guidance on how to deliver this content.

The curriculum changes are starting to help teachers to deliver new learning in a more effective, coherent way than before. That said, where the curriculum is not as well embedded, some pupils have not acquired the same deep, rich body of knowledge in these subjects as they have in others.

With some subject curriculums being new, the school is still refining some curriculum content to better suit its individual context.

This includes parts of the early years curriculum. The school is still developing its thinking to adapt the delivery of some curriculum subjects to suit the needs of pupils, including those with SEND. In a few subjects, this means that the activities provided are not as effective as they could be in helping pupils to learn all that they should.

The school has introduced new systems to help it evaluate the delivery and effectiveness of new subject curriculums. In some subjects, this leads to the school taking appropriate actions to address deficiencies in curriculum design and implementation. However, in some other subjects, the school's curriculum oversight is not as secure.

This means that remedial actions to address some issues are not as swift as they could be.

The school uses appropriate questioning strategies during lessons to check how well pupils understand new content. Assessment information is used particularly well to generate phonics activities that help pupils to address their individual knowledge gaps.

The school ensures that children learn through its chosen phonics programme as soon as they begin in the Reception Year. Well-trained staff deliver the programme with fidelity. Pupils typically read books that are suited to their current stage of reading.

Where needed, pupils receive regular catch-up support. Almost all pupils meet the phonics screening check in Year 1. They begin key stage 2 as fluent, confident readers.

The school has sufficient systems in place to identify pupils with SEND early. In some subjects, it makes suitable adaptations to help these pupils to access their learning.

The school caters well for many aspects of pupils' personal development.

For example, it invites artists and forensic scientists into school to bring pupils' learning to life. It arranges careers events for older pupils to consider their future aspirations. The school teaches pupils how to look after their physical and mental health.

That said, the school does not cater for pupils' spiritual, moral, social and cultural education as well as it could. Consequently, pupils do not develop a strong awareness of the diverse range of backgrounds, cultures and beliefs of others.

Pupils have a positive attitude to their education.

They engage well in lessons and conduct themselves sensibly around the school. This includes children in the early years. Pupils have high rates of attendance.

Few pupils are persistently absent.

Staff were roundly positive about working at the school. Governors are mindful of staff well-being.

They conduct regular surveys to gather and respond to staff's views. Governors are passionate about the school and fulfil their duties effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school is still developing its ability to adapt the delivery of the curriculum to meet the needs of its pupils, including those with SEND. Consequently, pupils do not develop a rich body of knowledge in some subjects. The school should complete its curriculum refinements and ensure that staff are well equipped to adapt the delivery of curriculum content to suit the needs of pupils.

• The school does not cater for pupils' spiritual, moral, social and cultural education as well as it could. As such, pupils do not have a broad knowledge of people's different cultures, beliefs and backgrounds. The school should ensure that it promotes diversity well so that pupils can broaden their view of the world and people's differences.

• The school's oversight of some subject curriculums is not as secure as it is in others. Consequently, the school's actions to address some issues in curriculum design and delivery are not as swift as they are in other subjects. The school should review its approaches to evaluating the effectiveness of its curriculum design and delivery.

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