The Cathedral School of St Peter and St John RC Primary in Salford, Greater Manchester, underwent an inspection on 17 and 18 May 2022, resulting in an overall effectiveness rating of good. The school has made significant improvements since its previous inspection, where it was rated as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils at the school feel welcomed and well cared for by the staff, who are attentive to their emotional needs. The school fosters a safe environment where pupils report feeling happy and secure. Parents and carers appreciate the warm reception they receive from the staff, contributing to a positive school community. Leaders maintain high expectations for all pupils, including those with special educational needs and disabilities. The behavior of pupils is commendable, with a culture of politeness and kindness prevailing throughout the school. Playground buddies help resolve conflicts, and pupils are motivated to excel, enjoying recognition for their efforts.
The curriculum is designed to be purposeful and engaging, covering the full range of national curriculum subjects. Leaders have carefully selected content that builds on prior learning, although some subject leaders have not fully considered the early years' learning requirements. This oversight can leave some children in the Reception class less prepared for Year 1. Teachers are well-trained and knowledgeable, providing clear explanations and regular opportunities for pupils to consolidate their learning. Effective assessment strategies help identify gaps in understanding, ensuring that pupils receive the necessary support to succeed.
A strong reading culture has been established, with a focus on phonics from the start of the Reception year. Staff are trained to promote language development, and reading materials are matched to the sounds being taught. This approach ensures that pupils become confident readers by the end of key stage one. Older pupils demonstrate a broad knowledge of various authors and enjoy daily class reading sessions.
Leaders are proactive in identifying pupils who may need additional support, particularly those with special educational needs. Staff are trained to adapt their teaching methods to ensure all pupils have equal learning opportunities. Most pupils exhibit good behavior, and any disruptions are addressed promptly. Children in the early years adapt quickly to routines, contributing to a positive learning environment.
Efforts to improve school attendance have been successful, with families responding positively to new initiatives. Pupils enjoy engaging activities, such as the 'classopoly' game, which encourages regular attendance. The personal development program is well-structured, with after-school clubs catering for diverse interests. Enriching experiences, such as school trips, enhance the curriculum.
Senior leaders and governors demonstrate clear ambition for the school, with significant progress in subject leadership contributing to curriculum improvements. Governors are well-informed and hold leaders accountable, while staff appreciate the consideration given to their workload.
The safeguarding arrangements are effective, with leaders prioritizing the safety and well-being of pupils. Staff are trained to recognize potential risks and respond swiftly to concerns, collaborating with external agencies when necessary. Pupils are educated on various safety measures, including online safety.
To further improve, leaders need to ensure that early years learning requirements are clearly defined to better prepare children for future learning stages. This will help ensure that all pupils are fully equipped to meet the demands of the curriculum as they progress through the school.
