Ofsted conducted a monitoring inspection of St Mary’s Catholic Primary School on 22 July 2024, following two successive judgments of requires improvement. The purpose of this inspection was to assess the progress made by the school since its last graded inspection, rather than to provide an overall effectiveness grade. The inspection involved discussions with senior leaders, governors, and local authority representatives, as well as meetings with staff and pupils, lesson observations, and a review of curriculum planning and safeguarding documentation.
The findings indicate that while progress has been made, further work is necessary for the school to achieve a good rating. The leadership team, including the Executive Headteacher and the head of school, has acted decisively to address the areas identified for improvement in the previous inspection report. They have successfully communicated the rationale behind the necessary actions to all staff, fostering a collaborative environment focused on the school’s improvement journey.
The school has prioritized the development of well-structured curriculums for English and mathematics, recognizing the importance of these subjects for pupil success. Efforts have been made to enhance teachers’ understanding of effective teaching strategies in these areas, and there is confidence that these initiatives are positively impacting pupil outcomes. Additionally, the school has made significant strides in phonics and early reading instruction, ensuring that all pupils develop secure phonics knowledge promptly. Phonics is taught consistently, although some inconsistencies remain in its delivery. The school has implemented a system to identify weaker readers quickly, providing them with support to catch up effectively. However, there are instances where staff do not fully grasp the purpose of one-to-one reading support, which can hinder pupils' opportunities to practice their reading skills.
The school aims for all pupils to engage with a broad and balanced curriculum. A carefully considered curriculum has been designed, although it is at varying stages of development across subjects. While the sequencing of content from Reception to Year 6 is generally sensible, clarity is needed regarding the learning objectives for Nursery to ensure that children acquire the necessary foundational knowledge and skills for future learning. The leadership team is aware of the need to refine curriculum content in subjects beyond English and mathematics, as many statements regarding what pupils must learn are too broad, potentially leading to gaps in understanding.
Efforts to develop staff subject knowledge are underway, with the use of local networks and authority support to enhance expertise. Leadership capacity is being prioritized, particularly for English and mathematics, with a clear plan for ongoing development across all subjects. Governors are well-informed about the school’s strengths and weaknesses and are actively collaborating with the leadership team to drive improvements. They have established systems to monitor the impact of the school’s initiatives, ensuring that the actions taken are effective.
The school recognizes the need for swift improvement while being mindful of staff workload. Developments have been introduced at a manageable pace, allowing staff to build their practice effectively. This approach has already shown positive effects on curriculum implementation. Staff appreciate the support measures in place to help them perform their roles without excessive demands on their time or energy. Overall, while the school has made commendable progress, continued focus on refining curriculum content and ensuring consistent teaching practices will be essential for achieving the desired outcomes for all pupils.
