Ursuline Catholic Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Standards at the end of Year 2 and Year 6 are at least in line with the national average and are rising. Pupils' progress is good and continues to improve.

A higher than average proportion of pupils makes better progress than expected in reading and mathematics. Disabled pupils and those who have special educational needs make good and often better progress because their needs are met well. Teaching over time is typically good and some is outstanding.

Staff check on pupils' understanding carefully and use effective questioning to probe their thinking. Engaging and varied activities foster a love of learning and develop pupils' ability to... learn independently and with others very effectively. Reception classes provide children with a good, secure and happy start to school life.

Pupils are proud of their school. They behave well, feel safe and are keen to learn. Parents feel well informed and hold positive views about their children's progress and the way they are cared for.

Senior leaders and governors have an accurate understanding of the school's strengths and how it can become even better. Governors ensure that they hold leaders fully to account for the school's performance. Pupils' spiritual, moral, social and cultural development is strong.

Traditional British values are developed through much of what pupils do in the school. The headteacher, ably supported by other leaders, has taken successful steps to improve the performance of the school. Middle and subject leaders play an important role in improving the quality of teaching and pupils' achievement.

It is not yet an outstanding school because : Pupils' progress in writing, although good, is not as strong as in reading and mathematics. The most-able pupils are capable of reaching even higher standards. The teaching of grammar, punctuation and spelling varies across the school.

Opportunities for pupils to practise writing skills by undertaking longer pieces of work are sometimes missed. The school's marking policy is not followed consistently by all staff. Teachers do not always ensure that pupils use the guidance provided to correct and improve their work.

Activities provided for children in the early years, particularly the most able, do not support the best development in writing. Although gaps are closing, disadvantaged pupils are still not doing quite as well as other pupils.

Information about this school

The school is larger than the average-sized primary school.

Two full-time Reception classes form the early years provision. Most pupils are of White British heritage. Very few pupils speak English as an additional language.

The proportion of disabled pupils and those with special educational needs is below the national average. The proportion of disadvantaged pupils eligible for support through pupil premium funding is similar to that found in most other schools. The pupil premium is additional funding provided for those who are known to be eligible for free school meals and those who are looked after by the local authority.

The school has experienced a significant amount of building work in recent years. The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment and progress in reading, writing and mathematics by the end of Year 6. Before- and after-school clubs run by a private provider take place on the school site.

These are subject to separate inspection arrangements. Inspection reports for this provision may be viewed at www.gov.

uk/ofsted

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