St Mary's Primary School, A Catholic Voluntary Academy

Academy

Address: Pack Horse Lane, High Green, Sheffield, South Yorkshire, S35 3HY Unique reference number (URN): 140440

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders have established rigorous systems to monitor attendance, lateness and absence. They act swiftly to address concerns. When pupils are absent more persistently, leaders work purposefully with families. They set clear expectations and engage with external agencies to support parents and carers when necessary. Leaders are systematic and strategic in improving attendance. They use a range of highly effective approaches, such as workshops for parents and personalised pathways to provide targeted support. As a result, attendance for all pupils over time, including pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils, remains consistently above national averages. Persistent absence rates are below national averages and continue to improve, including for vulnerable pupils.

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Attendance and behaviour Strong standard

Behaviour in lessons and around the school is highly positive. This is because staff set high expectations. Pupils demonstrate enthusiasm for learning. Leaders have established a warm and caring school culture, underpinned by trusting relationships between staff and pupils. Bullying and discrimination are not tolerated. Pupils are confident that these would be dealt with effectively if they occurred. Leaders have robust systems to monitor and improve behaviour. They track any incidents of poor behaviour closely. They identify patterns and trends and take swift action to address them. When some pupils require additional support, leaders design bespoke strategies to help pupils to understand and manage their feelings and emotions effectively.

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Achievement Expected standard

Pupils achieve well, and most pupils are prepared for the next stage in their education. This achievement is reflected in national assessments, where pupils consistently achieve outcomes that are at least in line with, and in some areas above, national averages.

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Achievement Expected standard

In early reading, outcomes are positive. Pupils in the early years and key stage 1 develop secure phonics knowledge and learn to read fluently. Pupils score above national averages for their phonics screening check in year 1.

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Achievement Expected standard

Pupils' work in their books presents a more variable picture. While leaders have developed a broad curriculum, further work is needed to ensure that pupils produce high-quality work that enables them to embed their knowledge and skills, particularly in some of the foundation curriculum subjects.

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Curriculum and teaching Expected standard

Leaders have developed a broad and ambitious curriculum that clearly sets out the knowledge and skills pupils should learn from the early years to Year 6. For example, leaders have improved the mathematics curriculum so that staff teach mathematics with consistency and precision.

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Curriculum and teaching Expected standard

Reading is prioritised throughout school. Across early years and key stage 1, phonics is taught accurately, and pupils learn how to read well. Books are closely matched to the sounds that pupils know, and pupils read with success and increasing confidence.

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Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils are supported well in their learning. They generally access the curriculum alongside their peers because teachers make skilful and personalised adaptations to help them to succeed.

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Curriculum and teaching Expected standard

Leaders recognise that standards are not as high in writing as they would like them to be. They are rightly prioritising the development of the writing curriculum and are implementing their planned strategy for improvement. From the early years, teachers emphasise the importance of correct posture for writing and effective pencil grip. However, staff do not consistently reinforce high expectations for handwriting across the curriculum. There is some variation in the quality of teaching across different subjects.

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Early years Expected standard

Leaders emphasise the importance of the early years foundation stage and have established a thoughtfully designed, well-sequenced curriculum. The essential knowledge and vocabulary that children need is woven through the curriculum so that children’s learning develops securely over time.

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Early years Expected standard

Children make a positive start in the early years. They are well cared for by nurturing staff who know them well. Appropriate arrangements are in place to support children’s wellbeing. Staff quickly identify any barriers to children’s learning and provide targeted support to help children access the curriculum and learn well. Staff engage in purposeful conversations with children. This helps children to develop their speech, language and communication effectively. Children typically achieve well from their starting points by the end of the Reception Year.

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Early years Expected standard

The learning environment supports children to develop independence, follow routines and engage positively in their learning. Activities within the provision are structured to enable children to practise their skills while allowing flexibility to respond to their interests.

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Early years Expected standard

Phonics is taught with precision. Children build secure phonics knowledge to make a positive start to early reading. There is an appropriate focus on early writing, with staff modelling correct letter formation and promoting effective early writing skills. However, staff do not consistently check that children write letters and words accurately.

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Inclusion Expected standard

Leaders accurately identify pupils’ individual needs and barriers to learning and wellbeing. The school’s clearly structured approach enables staff to implement different levels of tailored support for pupils with special educational needs and/or disabilities and disadvantaged pupils. Leaders review the support that pupils receive carefully and make timely changes when needed so that help is matched to pupils’ needs effectively. Staff receive appropriate training and guidance to adapt the curriculum and teaching in line with pupils' individual needs and targets. Leaders work purposefully with external specialists to ensure that pupils get the right support at the right time and to inform teaching strategies in the classroom. Leaders track the impact of these strategies closely to ensure that pupils make progress from their starting points.

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Inclusion Expected standard

Leaders use evidence-informed approaches to design their strategy for the use of pupil premium funding to support disadvantaged pupils. Although disadvantaged pupils are well supported and achieve well, leaders' checks on the impact of this funding for individual pupils lacks the necessary rigour. Leaders cannot be sure that the funding is being used as effectively as possible to make a sustained difference and offer additional opportunities and experiences for pupils.

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Leadership and governance Expected standard

Leaders demonstrate a clear commitment to the school community and have established a positive, supportive culture for staff and pupils. Staff wellbeing and workload are prioritised effectively. Staff describe feeling respected and trusted and part of the school team. Professional development for staff is targeted and supports whole-school improvement.

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Leadership and governance Expected standard

Leaders and governors share an ambitious vision for the school. Leaders have an accurate understanding of the school’s strengths and areas for development. They continually strive to improve the school further. The school and trust work in partnership with external professionals and services to support pupils and families. Leaders know their local community well and take proactive steps to reduce barriers to pupils’ learning and improve their wellbeing. Parents and carers are positive about the school. They typically value its inclusive, nurturing and caring environment and appreciate the approachable staff and the way the school ‘feels like a family’.

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Leadership and governance Expected standard

Governance of the school is effective. Governors and trustees are aware of their statutory duties and hold leaders to account for pupils’ safety and wellbeing. They carry out their duties well. Governors use their knowledge of the school to understand and validate the information they receive about aspects of leaders’ work. This enables members of the local academy committee to provide appropriate challenge and support to the school.

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Personal development and wellbeing Expected standard

The school provides a nurturing and ambitious environment where pupils feel safe, valued and supported to grow personally as well as socially and emotionally. Leaders have established a broad curriculum to support pupils’ personal development. This includes relationships and sex education and wider opportunities. This allows pupils to keep themselves safe, including online.

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Personal development and wellbeing Expected standard

Pupils benefit from experiences such as school productions, sports competitions and opportunities to learn musical instruments. They can take on positions of leadership. This enables them to learn first-hand about democracy and respect. Pupils understand the importance of helping others and contributing to the community. These experiences support pupils’ confidence, social development and sense of responsibility. The ethos of the school, including its charitable work, instils a sense of community spirit and spirituality in the pupils. Pupils benefit from effective pastoral support. Pupils understand the importance of respecting one another and the world around them.

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Personal development and wellbeing Expected standard

While there is a range of clubs available, pupil participation in these is variable. Leaders are taking steps to improve participation in these opportunities.

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Personal development and wellbeing Expected standard

Pupils develop an understanding of respect, diversity and inclusion and can explain the importance of treating everyone fairly, regardless of their background. They have some knowledge of the fundamental British values, particularly democracy and respect for others. However, their understanding of other British values, such as individual liberty and the rule of law, is not consistently secure. Similarly, while pupils learn about different faiths and cultures, their understanding is sometimes superficial or confused. As a result, pupils are not as well prepared in these aspects as they could be for life in modern Britain.

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What it's like to be a pupil at this school

Pupils at St Mary’s are proud of their school. Their attendance is high. Pupils are happy, safe and secure. They are welcomed into a caring, inclusive community where they are valued and supported as individuals. From the early years, pupils develop a clear sense of belonging. They experience a nurturing environment where staff take time to understand their needs, interests and personal circumstances. They feel confident to express themselves, knowing that adults will listen and care.

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What it's like to be a pupil at this school

The school's work with its wider community plays an important part in pupils’ experience. Families are actively involved in school life, and school events create opportunities for shared celebration and connection. There is a sense of partnership between home and school. Pupils understand their role in the community. They enjoy taking up leadership positions, for example as school councillors. They understand the importance of ‘giving back’ to others, for example through fundraising efforts.

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What it's like to be a pupil at this school

Pupils are enthusiastic learners and enjoy coming to school. During social times, they play happily together. The school atmosphere is calm, orderly and purposeful, meaning that learning is rarely disrupted. Staff deal with incidents of any poor behaviour effectively. Bullying is rare and is dealt with, if it occurs.

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What it's like to be a pupil at this school

Leaders place the pupils at the centre of everything they do, ensuring that learning and support are adapted so that pupils can succeed and thrive. Any barriers to pupils’ learning or wellbeing are quickly identified so that pupils get the support they need. Most pupils make positive progress from their starting points and achieve well. They are well prepared for the next stage in their education.

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Next steps

Leaders should further implement the writing curriculum to ensure that all pupils develop secure writing skills.

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Lead inspector:

Lorraine Bamforth, His Majesty's Inspector

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Team inspectors:

Stephanie Innes-Taylor, His Majesty's Inspector Andrew Yeomans, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place. Leaders should ensure further support for teachers to implement the redeveloped curriculum with consistency, to enable pupils to produce high-quality work across different subjects. Leaders should develop their strategic oversight and monitoring of provision for disadvantaged pupils so that support is reviewed and adjusted carefully, leading to consistent improvement in pupils’ opportunities and experiences.

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About this inspection

This school is part of St Clare’s Multi Academy 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), Steve Davies, and overseen by a board of trustees, chaired by Matthew Davis.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection. They also met with members of the local academy committee, the chair of the trust board as well as the CEO. Inspectors spoke with some pupils, staff and parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Catholic religious character. It is in the Diocese of Hallam. Its last section 48 inspection was in June 2023.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Alexandra Healy This data is from 21 April 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2022/23 (final) 63% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2022/23 (final) 73% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2022/23 (final) 67% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 73% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2022/23 (3 term) 5.6% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2022/23 (3 term) 12.3% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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