St Mary's School

St Mary’s School, Cambridge, is an independent Catholic day and boarding school for female pupils, established in 1898 by the Congregation of Jesus. Located in an urban area near the city center, the school operates as a charitable trust managed by a council of governors. It comprises a junior school, including an Early Years Foundation Stage (EYFS) setting, and a senior school with a sixth form. The boarding facilities are housed in a single residence situated close to the school. Since the last inspection, the school has made significant improvements, including the construction of a new science and technology laboratory, refurbishment of boarding accommodations, and the installation of an all-weather playing surface.

The school aims to foster an ethos based on the spiritual and religious vision of Mary Ward, emphasizing the dignity and worth of all individuals. It seeks to instill values of integrity, justice, responsibility, and respect in its pupils, promoting a lifelong love of learning within a strong moral framework. The student body primarily consists of pupils from professional families within a 30-mile radius. The school reports that the academic ability of its pupils is above average, with a significant number identified as having special educational needs and/or disabilities (SEND). The school provides tailored support for these pupils, ensuring that all students, including those for whom English is an additional language (EAL), receive the necessary assistance to thrive.

The Independent Schools Inspectorate (ISI) conducted a focused compliance inspection, which also included an educational quality assessment. The inspection confirmed that St Mary’s School meets the standards set forth in the Education (Independent School Standards) Regulations 2014 and the National Minimum Standards for Boarding Schools. The school was found to have effective safeguarding measures in place, promoting the welfare and safety of its pupils. The arrangements for health and safety, including fire safety and first aid provisions, were deemed satisfactory, and the school maintains appropriate supervision of pupils.

In terms of educational quality, the school provides a curriculum that is well-documented and supported by effective teaching strategies. Pupils in the junior school demonstrate good progress, while those in the senior school achieve commendable results in their GCSE and A-level examinations. The school’s assessment framework indicates that pupils are making good progress, and the teaching is characterized by effective behavior management and suitable resources. The curriculum includes relationships education in the junior school and relationships and sex education in the senior school, with parental consultation and published policies in place.

The spiritual, moral, social, and cultural development of pupils is actively promoted, fostering responsible and tolerant citizens. The school encourages pupils to express their views and concerns, ensuring that their opinions are considered in decision-making processes. The school’s leadership effectively promotes the well-being of pupils, and the management of boarding provisions is well-organized, ensuring that the needs of boarders are met.

The quality of education provided is excellent, with pupils achieving success across a wide range of academic subjects and extracurricular activities. They are effective communicators and demonstrate high levels of independent work, supported by strong information and communication technology (ICT) skills. Pupils excel in various non-academic pursuits, including arts, sports, and community service, reflecting the school’s commitment to holistic education. However, there is a recommendation to enhance the use of higher-order thinking skills among younger senior pupils to further enrich their learning experience.

Pupils’ personal development is also rated as excellent. They form positive relationships with peers and staff, demonstrating leadership skills and a commitment to serving the community. The school fosters self-confidence and self-esteem, enabling pupils to become effective decision-makers. While most pupils appreciate diversity, there is a need for greater awareness and understanding of different cultures and perspectives within the school community.

The inspection highlighted the importance of maintaining a supportive environment for all pupils, particularly those with SEND and EAL. The school’s approach to education is characterized by a strong emphasis on communication skills, with pupils displaying proficiency in multiple languages. Their numeracy skills are well-developed and applied across various subjects, contributing to their overall academic success.

Pupils exhibit a strong desire to learn and collaborate effectively in group settings. They are polite, respectful, and demonstrate a good understanding of the school’s behavioral expectations. The school’s commitment to promoting a positive culture is evident in the decreasing number of behavioral incidents, although there is an ongoing focus on ensuring consistent application of sanctions.

The school’s leadership and management are effective, with governors and senior leaders ensuring that the school meets its responsibilities and promotes the well-being of pupils. The leadership team actively monitors policies and practices, fostering an environment conducive to learning and personal growth.

In summary, St Mary’s School, Cambridge, provides a high-quality education within a supportive and nurturing environment. The school successfully promotes academic achievement, personal development, and social responsibility among its pupils. While the school meets the required standards, there are opportunities for further enhancement, particularly in fostering a deeper appreciation of diversity and improving higher-order thinking skills among younger pupils. The school’s commitment to its ethos and values, alongside its focus on holistic education, positions it as a leading institution for female education in the region.