St Teresa’s Catholic Primary School in St Helens, Merseyside, has been recognized as a good school following its inspection from July 8 to July 9, 2021. The school fosters a family-oriented atmosphere, providing a nurturing environment where pupils feel happy and safe. Teachers maintain high expectations, and pupils demonstrate politeness and good behavior, respecting each other's differences. The school encourages a strong sense of community, with pupils enjoying their time at school and engaging positively during break times.
Feedback from pupils during the inspection highlighted their contentment and security within the school. They expressed confidence in the staff's ability to address any concerns, noting that bullying is rare and effectively managed. The school offers a variety of extra-curricular activities, such as musical theatre, which pupils enthusiastically participate in. Many parents praised the staff's dedication, particularly in supporting their children during remote education amid the COVID-19 pandemic.
The leadership team, including governors, is ambitious for all pupils, ensuring they receive a comprehensive education across the national curriculum. Curriculum plans are well-structured, allowing teachers to build on pupils' learning effectively. Pupils achieve commendably, with Year 6 students well-prepared for their next educational steps. Phonics instruction begins in the Reception Class, with staff trained to deliver consistent and effective teaching. Early years pupils have ample opportunities to enhance their vocabulary, and those struggling with reading receive additional support to help them progress.
The school has adapted its curriculum in practical subjects like science and music to address knowledge gaps caused by the pandemic. Teachers utilize their strong subject knowledge to clarify content, enabling pupils to revisit and build upon their previous learning. While assessment practices in subjects like mathematics are effective, there is a need for improvement in other areas to ensure teachers can accurately gauge pupils' understanding and retention of new material.
Some subject leaders are new to their roles, which may affect their ability to monitor curriculum effectiveness. The school has plans to develop their expertise, ensuring they can oversee their subjects more effectively. Teachers are responsive to the needs of pupils with special educational needs and disabilities, providing tailored support and ensuring their full inclusion in school life.
The school environment is calm and orderly, facilitating uninterrupted learning. Leaders prioritize pupils' mental health, equipping them to handle personal challenges. The school promotes broader personal development, teaching pupils about diverse faiths and cultures, preparing them for life in modern Britain. Prior to the pandemic, pupils enjoyed various enriching experiences, including residential trips and outdoor education activities, which have recently resumed.
Staff express satisfaction with their work environment, noting that leaders consider their workload and well-being. Governors are actively involved, maintaining an accurate understanding of the school's strengths and areas for improvement, and they provide both challenge and support to the leadership team.
The safeguarding measures in place are effective, with thorough checks conducted on staff and a well-trained team aware of safeguarding protocols. Leaders collaborate with external agencies to support vulnerable pupils and their families, ensuring a safe learning environment. Overall, while the school demonstrates many strengths, there are areas for development, particularly in assessment practices across various subjects, which leaders are committed to addressing.
