St Mary’s Catholic Primary School in Gosport, Hampshire, has been rated as good overall in its recent inspection conducted on 27 and 28 June 2023. The school is characterized by a welcoming and inclusive environment where pupils are eager to learn. The leadership team emphasizes the school values of pride, community, and joy, which are integral to the school’s ethos. The school has high expectations for all students, including those with special educational needs and disabilities. Efforts are being made to address gaps in knowledge that arose during the pandemic and from previous teaching challenges, leading to improved pupil achievement.
Pupils demonstrate respect towards each other, staff, and visitors, and there are consistent expectations for behavior. Early years children learn rules and routines from the outset, fostering confidence and self-esteem in a nurturing environment. Pupils feel safe and trust adults to resolve any issues, with effective measures in place to address bullying or discrimination.
The school offers a variety of enriching opportunities that enhance learning and engage pupils' interests. Leaders actively listen to pupils and incorporate their feedback into school life. Leadership roles are available for pupils, allowing them to contribute positively to the school and community. The Achievement Passports initiative encourages pupils to participate in enjoyable activities that promote personal, social, and cultural understanding.
The senior leadership team sets high standards for everyone, combining ambition with kindness. Subject leaders are knowledgeable and enthusiastic, and the curriculum is well-structured, building towards essential knowledge. Teachers effectively explain concepts and focus on vocabulary development across subjects. Collaboration among teachers is strong, and professional development is prioritized to enhance subject expertise. Leaders ensure that pupils with special educational needs have access to the full curriculum and receive timely support.
However, the early years provision requires improvement. While leaders have considered various learning areas, the curriculum lacks the necessary detail to identify specific knowledge and skills for children to develop from their starting points. Although children enjoy creative activities and positive relationships, staff do not consistently support the development of knowledge and vocabulary. Consequently, some children are not adequately prepared for Year 1.
Leaders recognize the importance of reading for accessing the curriculum. Staff are trained and equipped to teach early reading, and a phonics program is implemented from Reception. Regular progress checks are conducted, but some pupils struggling with reading do not receive the necessary support to catch up quickly, particularly in Reception. High-quality literature is read aloud to pupils, fostering a love for reading and exposing them to diverse texts.
Pupils exhibit politeness and focus during lessons, adhering to established routines. Leaders ensure that pupils with complex social and emotional needs receive appropriate support. Overall, pupils listen attentively and demonstrate resilience and determination in their work. The school prioritizes personal, social, health, and economic education, preparing pupils for secondary school and life in modern Britain. Pupils learn about healthy relationships and respect for others, and they engage in various clubs and activities.
Governance is effective, with governors providing support and challenge to leaders. Staff take pride in their work and appreciate the professional development opportunities available. Parents express overwhelming positivity about the school and the care provided for their children.
The safeguarding arrangements are effective, with a strong culture of safety established. Staff are well-trained to identify and address concerns, ensuring that at-risk pupils receive timely assistance. Leaders maintain comprehensive records and collaborate with external agencies when necessary. The school community is well-informed about safety, including online safety, and pre-employment checks are conducted for all staff.
To improve, leaders must act with urgency to support young pupils struggling with reading, ensuring they receive the necessary help to become confident readers. Additionally, the early years curriculum needs to be refined to better prepare children for their next stage of education.
