St Martin’s Catholic Primary School in Runcorn underwent an inspection on July 18 and 19, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, leadership and management, and early years provision were all rated as Requires Improvement, while personal development was rated as Good. This marked a decline from the previous inspection, which had rated the school as Good.
Pupils arrive at school eager to learn, and staff build positive relationships with them, including those with special educational needs and disabilities. This supportive environment helps pupils feel safe. Staff maintain high expectations for behavior, and most pupils behave well during lessons and social times. However, some older pupils exhibit boisterous behavior during playtimes, and attendance rates are concerning, with many pupils not attending school as frequently as they should.
The leadership team has focused on developing a well-structured curriculum that meets the needs of pupils. Despite this, pupils, including those in early years, are not achieving to their full potential due to weaknesses in curriculum delivery in certain subjects. This has resulted in gaps in knowledge that hinder their learning progression. When incidents of bullying occur, leaders address them promptly, and pupils feel confident that staff will support their well-being. The school offers a variety of extracurricular activities, including sports and a choir, which help pupils explore their interests.
Newly appointed leaders have quickly identified areas for improvement in the quality of education. They have made some positive changes to the curriculum design and delivery, but further work is needed to ensure that all pupils benefit from a high-quality education. The curriculum is logically ordered in most subjects, and staff generally understand the essential knowledge that pupils should acquire. However, teachers are still developing their assessment practices to effectively check pupils' understanding and retention of prior learning. This has led to some pupils developing misconceptions and gaps in their knowledge, impacting their readiness for the next stage of education.
Leaders have prioritized reading instruction and introduced a new phonics program, with most staff trained to deliver it effectively. Pupils begin learning phonics in Reception, and older pupils express enthusiasm for reading. Staff ensure that reading materials align with the phonics knowledge pupils have acquired, fostering confidence in their reading abilities. Additional support is provided for pupils who struggle, helping them catch up with their peers.
While children in early years adapt quickly to school routines and generally follow instructions, attendance remains a significant issue, particularly among disadvantaged pupils and those with special educational needs. This affects their learning and overall achievement. Leaders are committed to enhancing pupils' wider development, emphasizing the importance of fitness and healthy eating through various competitions and leadership roles within the school.
Staff report feeling well-supported by leaders and governors in managing their workload and well-being. The governing body provides appropriate challenge and support, actively engaging in school life and understanding the impact of leadership decisions on educational quality. Safeguarding arrangements are effective, with staff trained to recognize and address safety concerns promptly. Leaders collaborate with external agencies to provide valuable support to pupils and families, ensuring that the curriculum includes opportunities for pupils to learn about safety and risk management.
To improve, the school must enhance assessment practices to ensure that pupils' understanding of previous content is effectively checked, addressing gaps in knowledge. Additionally, staff need support to adapt curriculum delivery for pupils with special educational needs, ensuring they receive the necessary support to achieve their potential. Improving attendance rates, particularly for disadvantaged pupils and those with special educational needs, is crucial for their learning and overall success.
