St Patrick’s RC Primary and Nursery School in Oldham, Lancashire, underwent an inspection on 10 and 11 May 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, as well as personal development, were rated as Good. Leadership and management, along with early years provision, were similarly rated as Requires Improvement. This inspection marked a decline from the previous inspection in February 2020, where the school was rated as Good.
Pupils at St Patrick’s are generally happy and feel safe within a diverse school community. Many students come from various backgrounds and speak different languages, fostering an environment of respect and acceptance. Strong relationships between pupils and staff contribute to a supportive atmosphere where pupils feel comfortable voicing their concerns. However, the expectations set by some staff regarding what pupils can achieve are not sufficiently high, particularly for those with special educational needs and disabilities.
The curriculum delivery is inconsistent, with some teachers failing to adequately assess pupils' understanding and retention of knowledge. This inconsistency affects the overall achievement of pupils across various subjects, including reading. While pupils exhibit good behaviour in lessons and throughout the school, the lack of high expectations in some areas hinders their potential. Nevertheless, the school maintains a calm and orderly environment conducive to learning, with effective management of behaviour by staff.
Pupils enjoy a variety of extracurricular activities, including gardening, art, and sports, which contribute positively to their overall experience at the school. Leaders have made efforts to ensure that pupils, including those with special educational needs, have access to a broad and balanced curriculum. However, the clarity of learning objectives in the early years is lacking, and there is a need for improvement in the design of learning activities to better align with curriculum content.
Teachers generally possess secure subject knowledge, but there are instances where they do not select the most appropriate tasks for pupils, which affects their ability to achieve consistently well. Some subject leaders do not effectively ensure that assessment strategies are utilized to identify gaps in pupils' learning, leading to unaddressed misconceptions. The recent introduction of a new phonics programme has not been uniformly implemented, resulting in some pupils struggling to become confident readers.
Leaders have established systems to identify pupils with special educational needs, and staff provide high levels of pastoral support. Pupils with SEND are included in extracurricular activities, promoting their personal development. The school emphasizes the importance of physical and mental health, as well as understanding different religions and values, which contributes to pupils' broader personal development.
Governors and leaders have taken steps to enhance the quality of education, but there is a need for deeper oversight regarding curriculum delivery. Staff report feeling supported in their well-being, and leaders have made efforts to manage their workload effectively. The safeguarding arrangements are deemed effective, with staff receiving appropriate training to identify potential signs of harm. Overall, while there are positive aspects to the school, significant improvements are necessary to elevate the quality of education and ensure all pupils achieve their full potential.
