St Edward's Catholic Primary School in Birmingham has been rated as good in its recent inspection conducted on November 2 and 3, 2022. The school is characterized by a welcoming environment where pupils from diverse backgrounds interact positively, fostering friendships and a sense of community. The pupils exhibit politeness and friendliness towards both adults and peers, demonstrating a strong work ethic and eagerness to learn. The leadership and staff maintain high expectations, carefully planning the curriculum to ensure that pupils achieve well. Pupils express enthusiasm for their learning experiences, particularly highlighting the engaging trips they undertake, which include visits to the theatre, zoo, and local castles. Outdoor activities are also emphasized, contributing to the development of pupils' confidence and resilience.
The school has made commendable efforts to support pupils who join mid-year, including those with limited English proficiency. While support for pupils with special educational needs and disabilities is improving, there remains room for further enhancement. Generally, pupils display good behavior, adhering to the school's rules and understanding the concept of bullying. The school has established a supportive framework, allowing pupils to communicate their concerns to designated adults.
The curriculum is well-structured, beginning in the early years, with a focus on incremental knowledge acquisition. Leaders ensure that learning is organized to build pupils' knowledge and skills over time. The school emphasizes vocabulary development across all year groups, with staff actively modeling new words and engaging pupils in discussions. Daily read-aloud sessions introduce pupils to high-quality texts, and the school has recently implemented a new phonics program, which is being delivered effectively by trained staff.
In mathematics, teachers assess pupils' understanding and use this information to inform their planning. However, there is a noted inconsistency in the oversight of learning in subjects other than mathematics and reading, which may hinder leaders' ability to gauge overall pupil progress accurately. Pupils with special educational needs and those learning English follow the same curriculum as their peers, although the quality of support varies across classes.
Pupils generally behave well, moving sensibly around the school and responding positively to adult instructions. While some pupils may occasionally lose focus, teachers manage behavior effectively. The school encourages pupils to take on responsibilities, fostering a sense of pride in roles such as sports captains and school councillors. Pupils demonstrate respect for diverse beliefs and show an understanding of current events, reflecting their engagement with the world around them.
Leaders and governors are committed to supporting staff well-being and have made strides in improving communication with parents. However, mixed feedback from parents indicates that further efforts are needed to strengthen these relationships. The safeguarding arrangements at the school are effective, with staff receiving regular training and promptly addressing any concerns. Pupils are educated on safety and risk management, with resources provided to parents regarding internet safety.
To enhance its effectiveness, the school must ensure that phonics instruction is tailored to meet the needs of all pupils, particularly those who are behind. Additionally, teachers require more support in breaking down learning for pupils with special educational needs and those at early stages of English learning. Leaders need to develop a more comprehensive understanding of pupil learning across all subjects to guide curriculum improvements effectively. Strengthening communication with parents remains a priority to foster a more cohesive school community.
