St Edward’s Catholic Primary School in Runcorn, Cheshire, underwent an inspection on 13 and 14 December 2022, 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. The school had previously received a Good rating in its last inspection in June 2017.
Pupils at St Edward’s enjoy attending school, benefiting from a warm and supportive environment that fosters happiness and safety. They engage positively with one another, embodying the school motto of To love, to serve and learn. Relationships between pupils and staff are strong, contributing to a sense of community. Pupils exhibit good behaviour, showing respect towards staff and peers, and incidents of poor behaviour are addressed promptly by leaders.
Despite the positive environment, the school has not fully realized its high aspirations for all pupils, particularly those with special educational needs and disabilities. Many pupils do not achieve as well as they should in various subjects due to a lack of an ambitious curriculum that enables them to retain and build upon their knowledge over time. While pupils enjoy extracurricular activities such as art, choir, and cooking, the curriculum has not been sufficiently clear in outlining what pupils need to learn.
Leaders have begun to develop a more aspirational curriculum for early years and key stages one and two, ensuring that key knowledge is taught in a logical order. However, this initiative is at different stages of implementation, leading to variable impacts on pupils' learning. In subjects like reading and mathematics, leaders have identified essential knowledge and its teaching timeline, allowing pupils to build on prior learning effectively. Consequently, pupils in these subjects tend to achieve well.
In contrast, in many other subjects, leaders are still in the early stages of determining what pupils should learn and when. This uncertainty hampers teachers' ability to design effective learning experiences and assess pupils' understanding, leading to gaps in knowledge and misconceptions. Staff have received training to implement a new phonics program, which has been effective in monitoring pupil progress and providing necessary support.
Pupils, including those in early years, demonstrate good behaviour in class and throughout the school, showing eagerness to learn and consideration for others. They adhere to school routines and rules, resulting in minimal disruption to learning. Leaders have ensured that pupils with special educational needs have their needs identified promptly and access the same curriculum as their peers. However, some of these pupils also struggle to achieve their potential due to weaknesses in certain subject curriculums.
Leaders have thoughtfully promoted pupils' personal development, teaching them to value diversity and understand the importance of equality. Pupils are engaged in school life and develop a solid understanding of healthy relationships, preparing them for life in modern Britain. The governing body and school leaders have a clear understanding of the school's strengths and areas for improvement, and staff express pride in their work and appreciate the support provided for their workload and well-being.
The safeguarding arrangements at the school are effective, with regular training for staff to identify and act on any concerns regarding pupil safety. Pupils are educated about various risks, including online safety, ensuring they know how to stay safe. Overall, while St Edward’s Catholic Primary School has a supportive environment and some effective practices, it must address curriculum clarity and implementation to enhance pupil achievement across all subjects.
