St Mary's Catholic Primary School

Inspection of St Mary’s Catholic Primary School Cheltenham Road East, Churchdown, Gloucester, Gloucestershire GL3 1HU

p.1

Inspection dates: 22 and 23 November 2022

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

p.1

Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

Overall effectiveness Good

Ofsted has not previously inspected St Mary’s Catholic Primary School as an academy school under section 5 of the Education Act 2005 as, until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections.

p.1

Overall effectiveness Good

Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last inspection of the predecessor school. 22 and 23 November 2022

p.1

What is it like to attend this school?

Pupils are taught to care about themselves and each other. They show respect and kindness to their peers and to staff. Pupils play together well. Older pupils support younger pupils at playtimes by organising games. They help younger pupils learn how to take turns and celebrate each other’s achievements.

p.2

What is it like to attend this school?

Pupils say that bullying is rare. If they ‘fall out’ with their friends, staff listen and help them to develop their friendships. One parent’s comment, typical of many, described the staff as being a ‘supportive, kind and caring team’.

p.2

What is it like to attend this school?

Pupils take part in a wide range of enrichment activities. They appreciate the opportunity to attend after-school clubs, such as dance and football. Pupils keep fit by completing the daily mile. Educational trips help them experience life outside of school. Pupils’ talents, interests and citizenship skills are nurtured well. For example, the chaplaincy team organise fundraising events for charity. Pupils are proud to represent their school at sporting events.

p.2

What is it like to attend this school?

Pupils are always keen to read with Alfie, the reading dog. They enjoy learning and attend school regularly. This positive attitude to school life begins in the early years.

p.2

better?

Leaders have designed a clearly sequenced curriculum. They have focused on providing a broad and balanced curriculum that extends pupils’ thinking beyond reading, writing and mathematics. This is a strength of the school. Pupils with special educational needs and/or disabilities (SEND) benefit from the same curriculum as their peers.

p.2

better?

Subject leaders have identified ‘big ideas’ across all subject curriculums. Teachers use these to plan learning activities to help pupils build on prior knowledge successfully. For example, pupils recall French phrases and important people through history well. The curriculum’s ‘big ideas’ are taught across all subject areas. However, this work is new. As a result, essential knowledge is not taught consistently well across some subject areas, including the early years. This means that, sometimes, pupils cannot make connections between important concepts.

p.2

better?

Teachers regularly check pupils’ knowledge and recall of prior learning. Where teachers use assessment information effectively, they quickly rectify misconceptions and gaps in pupils’ knowledge. This includes for disadvantaged pupils and pupils with SEND. For example, in mathematics, practice sessions are used well to help pupils to secure their knowledge of mathematical concepts. This helps pupils build their knowledge over time successfully.

p.2

better?

Leaders prioritise reading. This begins in Reception Year when children are introduced to the joy of books. There are many books in the classroom to interest children and match the learning theme. The youngest pupils read books that closely 22 and 23 November 2022

p.2

3

match the phonics they learn. Staff’s phonic knowledge is secure. They use this to check pupils’ phonic knowledge and quickly spot those who need help. Pupils who need additional help have appropriate extra practice.

p.3

3

Teachers model reading skilfully and discuss a wide range of books regularly. Pupils borrow books from the school library frequently. Pupils enjoy reading to adults. This supports pupils to read with fluency and develops their comprehension skills well.

p.3

3

The learning environment across the school is calm and orderly. Some pupils need extra help to learn how to understand and manage their feelings. Staff are quick to spot who needs this additional support and to provide help. This leads to productive learning in class and enjoyable playtimes.

p.3

3

Staff support for pupils’ personal development is a strength of the school. Pupils know how to keep their bodies and minds healthy. They are taught about the importance of respect and safe, positive relationships. Pupils are developing their knowledge of life in modern Britain. They have an appreciation of difference and diversity across Britain.

p.3

3

Leaders are committed to the school, its pupils and staff. They are mindful of individuals’ well-being and ensure staff workload is manageable. Staff appreciate the support they receive from leaders.

p.3

3

Governors monitor school improvement effectively. They know and understand the impact of leaders’ work. Governors hold leaders accountable for their roles and responsibilities. For example, they check the impact of leaders’ actions to improve pupil attendance.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders make sure recruitment checks are completed before staff and volunteers begin working at the school. Staff and governors attend regular safeguarding training.

p.3

Safeguarding

Staff report and record welfare and safety concerns. Leaders respond quickly to staff concerns with suitable actions. Leaders work with and challenge external practitioners to secure appropriate support for pupils.

p.3

Safeguarding

Pupils know how to keep themselves safe. Online safety messages are reinforced by visitors to the school, such as local police community support officers.

p.3

4

 Leaders have identified the essential knowledge they want pupils to know and remember. However, teachers have not implemented this consistently across some foundation subject curriculums. This means pupils do not always remember important concepts so are unable to build on prior learning and make connections between concepts taught. Subject leaders need to support staff to teach effectively the essential knowledge pupils must know and remember across foundation subject curriculums.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 22 and 23 November 2022

p.4

School details

Inspection number 10228758 Type of school Primary

p.5

School details

Appropriate authority The governing body

p.5

School details

Website www.st-marys-churchdown.gloucs.sch.uk

p.5

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 St Mary’s Catholic Primary School converted to become an academy school in February 2012. When its predecessor school, St Mary’s Catholic Primary School, was last inspected by Ofsted, it was judged to be outstanding overall.  The school is part of the Diocese of Clifton.  The headteacher was in post at the time of the last inspection.  The school does not use alternative providers.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 22 and 23 November 2022

p.5

6

 The inspectors met with the headteacher, the senior teachers, staff, pupils, governors, including the chair of the governing body, a representative from the diocese and a local authority representative.  The lead inspector listened to pupils from Years 1, 2 and 3 read to a known adult.  The inspectors carried out deep dives in these subjects: reading, mathematics, modern foreign languages and history. For each deep dive, the inspectors discussed the curriculum with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors also observed pupils during breakfast club and breaktimes, looked at pupils’ work and spoke with pupils and leaders about personal, social and health education and opportunities for pupils’ personal development.  The inspectors reviewed the school’s safeguarding documentation, including

p.6

6

records of safeguarding checks carried out on staff working at the school. They considered how well the designated safeguarding lead acts on concerns about pupils’ safety and welfare. The inspectors spoke to pupils, staff and governors about safeguarding practices.  The lead inspector considered the responses to Ofsted’s online survey, Parent View. She also took into consideration the responses to the survey for staff. There were no responses to the pupil survey.

p.6

Inspection team

Marie Thomas, lead inspector His Majesty’s Inspector

p.6

Inspection team

Tom Brewer Ofsted Inspector 22 and 23 November 2022

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7