St Vincent’s Roman Catholic Primary School in Rochdale underwent an inspection on 26 and 27 September 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, personal development, and early years provision received Good ratings. Leadership and management were found to Require Improvement. The school previously held a Good rating in its last inspection in November 2017.
Pupils at St Vincent’s enjoy attending school and appreciate the positive relationships they have with adults, which fosters a sense of safety. They are confident and articulate, developing communication skills from an early age. Older pupils take on positive roles by forming friendships with younger students and celebrating achievements together. The school has high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). However, while pupils perform well in English and mathematics, their achievements in other subjects are not as strong due to a curriculum that does not effectively build long-term knowledge.
Behaviour in the school is commendable, with pupils moving around calmly and focusing on their learning during lessons. They participate in various extracurricular activities, including sports and music, and take pride in their accomplishments. The school has prioritized early reading and mathematics since the COVID-19 pandemic, with staff understanding the learning needs of pupils and regularly checking for gaps in knowledge. This focus has led to good achievement in these subjects, as reflected in the 2022 published data for key stages 1 and 2.
Despite these strengths, the curriculum in many subjects is poorly organized, lacking clarity on essential knowledge and the sequence of teaching. This disorganization results in disjointed learning experiences for pupils. While the school provides support for teachers in some subjects, guidance in many areas is underdeveloped, leading to uncertainty about what to teach and how to deliver content effectively. Consequently, this hampers the ability of teachers to assess pupil learning accurately.
In contrast, the early years curriculum is well-structured and ambitious, preparing children effectively for key stage 1. The school emphasizes early reading, with children learning letter sounds promptly and developing into confident readers. Support is provided for those who struggle to keep pace with the phonics program.
The school is proactive in identifying pupils with SEND and collaborates with staff and external partners to provide necessary support, enabling these pupils to achieve well. Pupils demonstrate good attendance and take pride in their school community, showing respect and tolerance towards others. They engage in charitable activities and develop leadership skills through various responsibilities.
Staff members feel supported and valued, with the school considering their well-being and workload. Communication with parents is prioritized, ensuring they are informed about their children's education. The safeguarding arrangements in place are effective, contributing to a safe learning environment.
To improve, the school must focus on clearly identifying key knowledge in the curriculum and ensuring that subject leadership is developed. Staff need clarity on teaching expectations and effective assessment methods to address gaps in pupil knowledge. By enhancing these areas, the school can work towards providing a more cohesive and effective educational experience for all pupils.
