St Mary's Catholic Primary School

Inspection of a school judged good for overall effectiveness before September 2024: St Mary’s Catholic Primary School Cobden Road, Worthing, West Sussex BN11 4BD

p.1

Outcome

St Mary’s Catholic Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher of this school is Gemma Irvine. This school is part of the Bosco Catholic Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), David Carter, and overseen by a board of trustees, chaired by Tim Feast.

p.1

What is it like to attend this school?

The school has high expectations for pupils to learn well and succeed. The school’s values of ‘Living, Loving and Learning’ are embedded. The carefully designed curriculum and personal development offer reflects this ambition. Staff endeavour to support both pupils and their families with any issues they may have. This strong pastoral support helps pupils to be happy and enjoy school. As a result, pupils feel valued, listened to and safe.

p.1

What is it like to attend this school?

Pupils with special educational needs and/or disabilities (SEND) and those who speak English as an additional language learn well alongside their classmates. In many subjects across the curriculum, pupils remember the key knowledge that has been set for their learning.

p.1

What is it like to attend this school?

Pupils play together harmoniously at breaktimes, where they have fun and enjoy being with one another. They are polite and considerate of the views and opinions of others. The school looks to be welcoming, which helps those who are new to the school settle quickly. Educational visits and visitors to school are meaningfully linked to pupils’ learning. Pupils contribute to the local community, such as by visiting local residential homes and supporting the food bank. Pupils understand different religions, value diversity and recognise the importance of equality and respect. 7 and 8 May 2025

p.1

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

Since the previous inspection, trust and school leaders have continued to refine and improve the school’s curriculum. The curriculum is now ambitious, engaging and well structured. Pupils are able to make connections across different subjects and talk confidently about their learning. Children in the early years have a strong start to their learning in a well-organised and highly caring environment. As pupils progress through the school, there are many opportunities for them to embed their knowledge. Pupils’ learning builds step by step, deepening their understanding. Teachers typically deliver the curriculum skilfully, and pupils learn the curriculum well. This improvement is reflected in the published key stage 2 outcomes in 2024.

p.2

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

The phonics scheme is delivered successfully. Teachers and support staff follow the expected routines. Reading books are typically well-matched to pupils’ phonics ability. Pupils read accurately using the sounds that they know. However, the provision for pupils who struggle to read is not as precise as it needs to be. This means that, sometimes, pupils’ gaps in reading knowledge are not identified or addressed swiftly. The school identifies the needs of pupils with SEND precisely. Staff work closely with parents and carers to understand each pupil’s needs and choose the right strategies. Teachers ensure that tasks are adapted appropriately to meet the needs of pupils, particularly in English and mathematics. The school supports pupils with SEND in lessons effectively to help them achieve well.

p.2

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

Pupils are supported to become confident and resilient learners. They are polite and welcoming to visitors. Staff set clear expectations of behaviour in lessons and around the school. Pupils understand the school rules and conduct themselves positively. Consequently, the school environment is calm and orderly.

p.2

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

The school emphasises to parents the importance of pupils’ attendance and punctuality. It analyses attendance records routinely to identify clear reasons for any absence, including lateness. Although there are improvements in attendance for individual pupils, too many pupils still miss out on vital learning or arrive late in the mornings. This is because some of the measures that the school has in place are not having enough impact to reduce persistent absence rapidly.

p.2

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

Pupils are well prepared for life beyond St Mary’s. The school helps pupils develop leadership skills. For example, pupils are eager to become school councillors, house captains and part of the spirituality council. Pupils appreciate the opportunities to take on responsibilities and build self-confidence. Pupils learn to acknowledge and celebrate differences. They are aware of diversity in modern British culture. Clubs and educational trips further enrich the curriculum and help pupils to explore their interests.

p.2

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

The trust and local governing body know the school very well. They maintain a clear oversight of the impact of the school’s actions. The challenge and support they provide ensure that the school’s development in all areas of its work is focused on providing the best for its pupils. Parents and carers are very positive about the school. One parent commented, which was typical of many, ‘I am very grateful that all of our children have 7 and 8 May 2025

p.2

3

been educated at this school. It has been the best grounding that we could have wanted for them on their journey.’

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Sometimes pupils do not receive the high-quality reading support that they need. This limits their ability to read texts with accuracy and fluency. The school should ensure that the pupils receive regular, high-quality provision to become confident and fluent readers.  Some pupils do not attend school regularly enough and others do not arrive on time at the start of the school day. As a result, these pupils miss important learning and do not make the progress that they should. The school should continue to develop their systems to ensure that parents understand the importance of regular attendance and punctuality.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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.

p.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019. 7 and 8 May 2025

p.3

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.

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’ 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). 7 and 8 May 2025

p.4

School details

Dates of previous inspection 16 and 17 October 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is part of the Diocese of Arundel and Brighton. The school’s last Catholic Schools Inspection took place in December 2024.  The school runs its own wraparound care both before and after school.  The school does not use any alternative provision.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school has received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector visited a sample of lessons, spoke with some pupils about their learning and looked at samples of pupils’ work. 7 and 8 May 2025

p.5

6

 The inspector met with the headteacher and other leaders within the school. The inspector also met with the chair of the board of trustees, members of the governing board, the trust’s CEO and an educational representative of the diocese.  To evaluate the effectiveness of safeguarding, the inspector: 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.  The inspector reviewed a range of the school’s documentation including the school’s self-evaluation, minutes of local governing body and trust board meetings and behaviour incident logs.  The inspector considered the views of parents shared through Ofsted Parent View, including any free-text comments. The inspector also spoke with some parents at the start of the school day.

p.6

6

 The inspector considered the views of staff through interviews and discussions conducted throughout the inspection, as well as the responses to Ofsted’s staff survey.  The inspector gathered pupils’ views throughout the inspection, including through classroom visits, group discussions and informal conversations at social times.

p.6

Inspection team

Chris Parker, lead inspector His Majesty’s Inspector 7 and 8 May 2025

p.6

7

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