Ofsted conducted a short inspection of St Mary’s Church of England Primary School on 10 July 2019, following its previous judgment of good in June 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, under the determined headteacher, has effectively managed the school, ensuring that all pupils make consistent progress. The school environment is calm, welcoming, and celebrates pupils’ learning through vibrant displays that reflect its Christian ethos. This ethos fosters an inclusive and nurturing atmosphere, positively impacting pupils’ well-being and attitudes toward learning.
Staff morale is high, with teachers feeling supported and valued. They appreciate the professional development opportunities provided, which contribute to their pride in working at the school. The headteacher sets high expectations for behavior, and pupils demonstrate good conduct both in class and around the school. They wear their uniforms with pride and present their work well, showing confidence and curiosity in their learning. Parents generally express strong support for the school, with many recommending it to others.
The headteacher has a thorough understanding of the school’s strengths and areas for improvement, ensuring that all leaders and governors are aligned in their goals. The school has effectively addressed the areas for improvement identified in the last inspection. Safeguarding measures are robust, with a strong culture of safety that extends to the wider community. Staff are well-trained and knowledgeable about their roles in safeguarding, and pupils feel safe and respected.
The inspection focused on several key areas, including boys’ writing in the early years, phonics skills in Year 1, and the progress of disadvantaged pupils. The school has made significant strides in improving boys’ writing by creating engaging topics that capture their interest. Current assessment data indicates that boys are making good progress in writing, although there is a need for more opportunities to consolidate their reading and writing skills through free-choice activities.
In terms of phonics, the school has acted swiftly to enhance teaching methods following a decline in the Year 1 phonics screening check. Staff have received training to improve their subject knowledge, and pupils are increasingly applying their phonics knowledge in reading and writing. However, the impact of these changes is still developing, and there is a need for better alignment between reading materials and pupils’ phonics abilities.
The school has also focused on improving outcomes for the most able pupils in key stage 1. Teachers have received targeted training and collaborate with colleagues from other schools to enhance their teaching practices. Pupils are encouraged to extend their vocabulary and engage with high-quality texts, which has positively influenced their progress in reading, writing, and mathematics.
Support for disadvantaged pupils is a priority, with leaders conducting thorough analyses of their needs. A family support worker has been employed to address social and emotional needs, and a new worker has been recruited to continue this support. The progress of disadvantaged pupils is closely monitored, and various interventions are in place to meet their individual needs.
Moving forward, the school is encouraged to ensure consistent effectiveness in phonics teaching, closely match reading books to pupils’ phonics stages, and provide free-choice activities that reinforce early literacy and numeracy skills. Continued improvements in support for disadvantaged pupils are also essential to help them reach expected standards. The inspection findings highlight the school’s commitment to providing a high-quality education and fostering a supportive learning environment for all pupils.
