St Thomas More Catholic Primary School in Cheltenham, Gloucestershire, underwent an inspection from June 14 to 15, 2023, and received an overall effectiveness rating of good. The school has made significant improvements since its previous inspection, which rated it as requiring improvement. The inspection highlighted that pupils are at the center of a caring and inclusive environment where high expectations are set for all. The school's mission statement emphasizes the importance of recognizing each pupil's individuality, and this is reflected in the strong relationships formed between pupils and staff.
Pupils enjoy attending school and demonstrate positive attitudes towards their learning. The behavior observed throughout the school is typically calm and sensible, with low-level disruption being rare. Clear routines established from the early years help children understand expectations, and pupils are encouraged to manage their feelings and support one another. Parents express high levels of satisfaction with the school, noting the care and support their children receive, which contributes to their academic and emotional growth.
The leadership team is ambitious for all pupils, including those with special educational needs and disabilities. They have made strides in improving the curriculum, which is beginning to positively impact pupils' learning, although this is not yet fully reflected in published outcomes. Staff appreciate the collaborative approach to teaching and are proud to work at the school. Reading is prioritized, with phonics instruction starting in preschool. Effective strategies are in place to help children become confident readers, and older pupils express enjoyment in reading and its role in expanding their knowledge.
The mathematics curriculum is well-structured, building on prior knowledge and providing opportunities for pupils to revisit and consolidate their learning. Pupils engage positively with mathematics and articulate their understanding of concepts learned. The school offers a broad and balanced curriculum, although there are areas, such as history, where the key knowledge that pupils need to remember is not clearly defined. This has led to gaps in their historical understanding, as teachers do not always check what pupils know and can do effectively.
Pupils with special educational needs have access to the same curriculum as their peers, with careful identification and regular reviews ensuring that learning is appropriately adapted. The school fosters a culture of politeness and courtesy among pupils, who play well together during social times. Leaders have implemented a rigorous system to address attendance issues, resulting in a significant reduction in persistent absenteeism.
The curriculum also supports pupils in becoming responsible citizens, teaching them about equality and diversity. Pupils understand the importance of treating others with respect and are equipped with knowledge about maintaining their mental and physical health. Governors share the headteacher's vision and are well-informed about the school's priorities, ensuring that children's safety is a top priority.
The safeguarding arrangements are effective, with staff trained to recognize and report concerns. Pupils feel safe and know whom to approach with worries. The curriculum enhances their understanding of risk, particularly in relation to online safety. However, the school needs to improve by clearly identifying the key knowledge in some subjects to ensure that pupils can build their knowledge effectively over time. Additionally, assessment processes in the wider curriculum need to be refined to provide clearer insights into pupils' understanding and progress.
