St Monica's Catholic Primary School

Inspection of St Monica's Catholic Primary School St Monica's Close, Appleton, Warrington, Cheshire WA4 3AG

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good 18 and 19 March 2025

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What is it like to attend this school?

Pupils are eager to come to school each morning where they are warmly welcomed. Staff know pupils and their families well in this caring school. As a result, pupils feel happy and safe.

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What is it like to attend this school?

Pupils know and follow the school rules of, ‘always ready, always tidy, always caring’. In particular, older pupils, especially those in leadership positions, act as good role models for younger pupils. At breaktimes, pupils of all ages happily play together. They take full advantage of the activities on offer. Pupils take great joy in playing football, climbing and digging. Pupils pop on wellies so that they can create recipes in the mud kitchen or dens in the forest.

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What is it like to attend this school?

The school has high expectations of pupils, who achieve well. They are fully prepared for the next stage of their education.

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What is it like to attend this school?

Beyond the academic curriculum, pupils benefit greatly from the school’s wider offer. The performing arts are given a high priority. For example, all pupils in Year 4 learn to play guitar which can be continued if pupils show interest. Drama club is popular and gives many pupils the chance to dance, act or sing in musicals throughout the year. Pupils enjoy success in competitive sport. They are very proud to be the current cross-country and netball champions.

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

Reading is at the heart of the school’s curriculum. The phonics programme starts in the Reception class where children quickly learn the sounds that they need to be able to learn to read. This continues into Years 1 and 2 where pupils develop their accuracy and fluency. Those who need additional support get the help that they need to keep up with their peers. However, some of these pupils do not get the same opportunity to apply their knowledge of phonics to their writing. As a result, some pupils do not develop their writing to the standard that they could.

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

The school’s curriculum is ambitious. Well-trained staff teach with confidence. Pupils respond positively in lessons. For instance, children in the early years showed great excitement about the pirate ship that they had built. Staff check how well pupils are learning and address misconceptions. In the wider curriculum, beyond English and mathematics, the school has considered what should be taught and when. However, some of these subject curriculums lack sufficient detail for staff. This prevents some staff from designing activities that enable pupils to learn all that they should in some topics.

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

Pupils with special educational needs and/or disabilities (SEND) are identified early. The school works closely with families to ensure that additional support meets the needs of each pupil. Pupils with SEND achieve well from their starting points. In addition, they are also encouraged to take up the school’s wider offer and benefit from attending clubs and visits with their friends. 18 and 19 March 2025

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Most staff apply the school’s behaviour policy consistently. This helps pupils to pay attention in class so that learning is not interrupted. Pupils, especially those in Years 5 and 6, have positive attitudes to learning.

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Pupils benefit from an exemplary personal, social and health education that prepares them exceptionally well for life in and beyond the classroom. For example, pupils have an age-appropriate understanding of different families and democracy. They are confident to speak up and do the right thing. Pupils learn about the importance of valuing differences and treating others with respect.

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Opportunities for pupils’ personal development are outstanding. The school has carefully designed its offer which is tailored depending on pupils’ needs and prior experiences. Learning is brought to life through a range of carefully chosen trips, visits and the use of the school’s grounds. Pupils in Year 4 take part in their first residential visit. They experience being away from home with their friends for the first time. By the time pupils have their second residential visit in Year 6, they take part in activities that include risk- taking to encourage independence. This prepares pupils well for their transition to secondary school. There is a particular focus on pupils’ well-being. Pupils are taught how to look after their own mental health. They learn strategies to draw upon when needed. When pupils struggle with their emotional well-being, the school puts a very well- considered support package in place.

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The school ensures that pupils attend school daily. For the small number of pupils who do not attend as well as they should, the school works closely with their families to bring about improvement.

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Governors know the school well. They are especially mindful of staff’s workload and well- being. For example, governors ensure that staff get the time that they need to complete additional tasks. As a result, staff feel valued and enjoy working at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, beyond English and mathematics, the school has not given sufficient thought to the curriculum. At times, these curriculums lack the detail that staff require. This sometimes hinders the ability of staff to design activities that help pupils to learn well. The school should ensure that these subject curriculums contain enough detail so that staff can devise activities that enable pupils to learn all that they should.  The school does not provide sufficient opportunities for a small number of pupils, who find it more difficult to read and write, to practise their phonics knowledge through their writing. On occasion, some of these pupils do not develop fluency in writing as 18 and 19 March 2025

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quickly as they could. The school should provide more opportunities for these pupils to practise their phonics knowledge so that they can become fluent and confident writers.

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How can I feed back my views?

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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 18 and 19 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 4 and 5 February 2020, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Diocese of Shrewsbury and had its last section 48 inspection, for schools with a religious character, in November 2024. The next section 48 inspection is due in 2029/30.  The school does not make use of any alternative provision.  Since the last inspection, a new headteacher and deputy headteacher are in post.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 18 and 19 March 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken this into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors carried out deep dives in these subjects: early reading, mathematics and art. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed with pupils their learning in some other subjects.

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 An inspector observed pupils from Year 1 to Year 3 read to a familiar adult.  Inspectors met with the head teacher, deputy headteacher and other leaders. An inspector also met with the governing body, including the chair of governors.  Inspectors observed pupils’ behaviour during lessons and breaktimes. They also spoke with pupils about their views of school life.  Inspectors considered the views of parents. They reviewed the responses to Ofsted Parent View, including the free-text comments.  Inspectors considered the views of staff and pupils who responded to Ofsted’s online surveys.

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Inspection team

Frith Murphy, lead inspector His Majesty's Inspector

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Inspection team

Claire Marrin Ofsted Inspector 18 and 19 March 2025

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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.

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