St Cuthberts Catholic Primary School, Windermere

Windermere

Address: Prince's Road, Princes Road, Windermere, Cumbria, LA23 2DD Unique reference number (URN): 148698

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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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Personal development and wellbeing Strong standard

Leaders and staff place pupils’ personal development and wellbeing at the heart of their work. The personal, social and health education curriculum is effective. It provides pupils with the knowledge and skills that they need to keep themselves healthy and safe. Teachers make sure that they teach pupils water and rail safety, linked to the school’s location. Pupils understand online risks and what healthy relationships are. They learn about how to manage money and make appropriate financial decisions. Support for pupils’ social and emotional development is bespoke and carefully crafted. Teachers provide pupils with the help that they need to do well.

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Personal development and wellbeing Strong standard

Pupils are highly respectful. They instinctively support each other and make changes to include everyone. Pupils understand that everyone is unique and should be treated with dignity. They know how people of different religions and cultures can live well together. Pupils demonstrate this through their secure knowledge of the fundamental British values. Pupils carefully consider the democratic choices that they make in school. They are proud of the difference that their actions make to the local and national community. For example, the eco-club participates in a climate change summit. Pupils are well prepared to make a positive contribution to life in modern Britain.

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Personal development and wellbeing Strong standard

Leaders provide an extensive range of experiences for all pupils. They ensure that everyone is included. Visits to museums, art galleries and the local beach enrich pupils’ classroom learning. Participation in local dance festivals and sporting events gives pupils opportunities to try different sports, such as curling, cricket and water sports. All pupils learn to play a musical instrument. Staff organise extra-curricular clubs for specific reasons or because pupils choose them. These include Lego, board games and craft clubs. Pupils feel listened to and empowered to make a difference. Through lessons, teachers encourage pupils to consider and explore potential future careers. They have the opportunity to listen to inspirational talks, such as at the local mountain festival. Visitors regularly come to talk to pupils. They inspire pupils’ ambitions for future possibilities, such as becoming doctors,

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Attendance and behaviour Expected standard

Leaders give high priority to pupils' attendance and punctuality. They carefully analyse attendance patterns. This helps them to provide families with support to improve attendance rates. Attendance has improved over time. However, a small number of pupils still miss too much education. Typically, this is due to holidays during term time. Leaders are aware of this. They work closely with the trust and local authority to improve attendance. Some pupils have made notable improvements. This is due to the support that they have received.

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Attendance and behaviour Expected standard

Pupils’ behaviour is impressive. They instinctively make the right choices. Younger pupils share resources and quickly learn to take turns. Pupils genuinely care for each other. They are courteous, well-mannered and respectful. This can be seen in the way that they adjust games so that everyone is included. Some older pupils support younger ones to walk to the church hall for lunch. Others help staff to tidy equipment away. The behaviour policy and systems are highly effective. They are widely understood and used consistently by all staff. On the very rare occasion that conflict or bullying occurs, it is dealt with swiftly. Pupils enjoy their learning and want to achieve well. They focus on activities. Learning is rarely disturbed. Pupils are resilient and manage their own emotions successfully.

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Inclusion Expected standard

Leaders have created an inclusive culture. Pupils with different needs are welcomed and supported to succeed. Pupils with special educational needs and/or disabilities (SEND) and those who face disadvantage are fully included in the life of the school. Leaders ensure that pupils are given the opportunity to participate in all that the school has to offer. Staff provide pupils with support for their wellbeing when required. This helps pupils to overcome challenges that they may face.

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Inclusion Expected standard

Leaders use additional funding effectively to provide extra support for pupils. This support helps pupils to prepare for their learning in reading and mathematics. Typically, pupils with SEND are well supported to progress through the curriculum. Teachers design activities in lessons to help pupils improve in the skills that they need most. Staff change learning activities so that work is relevant to each pupil. This helps to meet the learning needs and age range in each class.

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Inclusion Expected standard

Leaders work well with external agencies, specialists and local organisations. This helps them to provide staff with the training and professional knowledge needed to meet pupils’ needs. Leaders make appropriate use of alternative provision for pupils.

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Leadership and governance Expected standard

Leaders, including trustees and governors, understand the context of the school well. The school’s vision is central to their work. It informs decisions and policies that leaders adopt. Leaders know pupils and their families well. They understand the barriers that they face. This insight helps leaders to identify appropriate priorities for school improvement. However, some of this work lacks precision. As a result, it is difficult for leaders to evaluate the impact that some improvement actions are having.

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Leadership and governance Expected standard

Trustees meet their statutory duties. Members of the trust support local governors to fulfil their roles effectively. Governors provide support and challenge appropriately. The trust’s staff also provide guidance to school leaders. This has increased capacity for improvement in this small school. Staff appreciate the consideration given to their workload and wellbeing. Professional learning provides staff with the skills required to carry out their roles. Curriculum training has led to improvements in teaching. Staff are confident in meeting the needs of pupils with specific barriers.

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Leadership and governance Expected standard

Parents and carers highly value the work of the school. Alongside teachers, they work in partnership to support pupils’ learning at home. Leaders collaborate with other schools,

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Needs attention

external agencies and the local authority. These productive partnerships have a positive impact on pupils. This is evident in the improvements made to pupils’ attendance rates.

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Achievement Needs attention

A number of pupils do not secure the foundational knowledge they need across the curriculum, especially in writing. Gaps in writing appear across all classes and are not closing quickly enough. These weaknesses limit how well some pupils express their ideas and build knowledge over time. While others achieve well from their starting points, these gaps mean that achievement is not consistent across the school. This means some pupils are not as well prepared for their next steps in education as they could be.

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Achievement Needs attention

Improvements in curriculum design and delivery are beginning to help pupils achieve more securely. Pupils can talk confidently about their more recent learning. They remember key facts and use subject vocabulary accurately. Pupils with special educational needs and/or disabilities make secure progress through the curriculum from their starting points.

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Curriculum and teaching Needs attention

Weaknesses in the previous curriculum mean some pupils do not secure essential knowledge. This is particularly evident in writing, where on occasion teachers do not use assessment information well enough to address common errors. These early writing gaps hinder communication across a range of subjects. As a result, some pupils do not develop secure knowledge and skills consistently. Leaders have identified these issues and introduced curriculum improvements. However, these changes remain at an early stage. They are not fully embedded across the school. Consequently, it is too soon to see a consistent impact.

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Curriculum and teaching Needs attention

Leaders have redesigned the curriculum. It is now broad, ambitious and sequenced logically. This helps pupils build knowledge over time. Training has supported staff to deliver the revised curriculum more effectively. As a result, teaching continues to improve.

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Curriculum and teaching Needs attention

Leaders place priority on high-quality interactions. Staff use key vocabulary effectively in lessons. This helps pupils discuss their learning with confidence. Pupils at the early stages of learning English benefit particularly well.

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Curriculum and teaching Needs attention

Teachers adapt learning to meet the needs of mixed-age classes and individual pupils. Most pupils receive effective support during lessons. Tailored approaches help pupils with special educational needs and/or disabilities overcome barriers to learning. As a result, many pupils with SEND make positive progress from their starting points.

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

Pupils are proud to attend this small Catholic primary school. They develop positive relationships with staff. This helps pupils to feel safe. In the main, pupils attend school regularly. They play imaginatively together. Pupils are honoured to act as positive role models for younger children. Buddies organise a wide choice of activities for their peers to enjoy. These include using the gym equipment and sports games. Bullying and conflicts are very rare. Pupils know that adults deal with any issues fairly.

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

Pupils are positive ambassadors for the school. They take their leadership roles seriously, relishing being mini police and school councillors. Pupils also support local community projects. These include working with the local police as lake wardens and litter pickers. Writing letters to pen pals in Windermere’s twinned town of Diessen in Germany is a particular delight for pupils.

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

Pupils enjoy their learning. They work hard and focus on tasks set. Staff make changes to activities to support pupils’ learning. For example, teachers provide appropriate support to pupils who are at an early stage of learning English. However, some pupils do not make the progress through the curriculum of which they are capable. This is particularly the case in writing. This hinders pupils from being ready for the next stage in their education.

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

Pupils relish the opportunities that leaders organise for them to learn outside the classroom. These include regular activities in the local woodlands. Pupils also enjoy residential experiences, which helps them develop their independence. Leaders ensure that everyone is included. Pupils enjoy extra-curricular clubs such as gardening and cookery. They experience entrepreneurial endeavours, raising funds, managing money and organising charitable events. Pupils are committed to making a positive difference to their community and beyond.

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Next steps

Leaders should ensure that the revised curriculum is delivered consistently well and that staff both identify and address any historical gaps in learning, so that pupils are supported to achieve all that they are capable of across the curriculum, particularly in writing. Leaders, including governors, should build on recent improvements by checking the impact of their work so that improvements are sustained and continue to improve pupils’ outcomes. Leaders and those responsible for governance should ensure that effective attendance strategies continue to reduce persistent absence and improve attendance further for those pupils who miss school most often.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

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About this inspection

This school is part of Mater Christi 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), Jacky Kennedy, and overseen by a board of trustees, chaired by George Krawiec.

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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, CEO, trustees and representatives of the local governing board during the inspection. They also spoke with representatives from the local authority and from the Diocese of Lancaster.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school has a small number of children who attend early years provision. Due to the small numbers, this provision is not reported on separately. Inspectors gathered evidence about the experiences and outcomes of these pupils, and this evidence is included in the inspection findings above.

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About this inspection

This school is registered as having a Roman Catholic religious character. It is in the Diocese of Lancaster. The school’s last section 48 inspection was in March 2022.

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About this inspection

The school currently makes use of one registered alternative provision.

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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 6 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. National average: 3.5%

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What does this mean?

The proportion of pupils with reported special educational needs support 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of 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

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

2022/23 (final) S 59% S ‘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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Persistent absence

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

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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.

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Urgent improvement

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

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