St Edmund’s Catholic Primary School in Skelmersdale, Lancashire, has recently undergone an inspection that has resulted in an overall effectiveness rating of good. The inspection took place over two days in April and May 2024, and it highlighted the positive environment within the school where pupils feel safe and happy. The school fosters warm and respectful relationships between staff and students, contributing to a nurturing atmosphere that encourages learning.
The school has made significant strides in improving its curriculum, which has led to better outcomes for current pupils compared to previous years. The ambitious approach taken by the school has raised expectations for what pupils can achieve, and they are responding positively by working hard to meet these expectations. The behavior of pupils is commendable, with a calm and focused atmosphere in lessons that allows for effective learning. Pupils demonstrate consideration for each other’s views and opinions, enhancing the collaborative spirit within the school.
Pupils express enthusiasm for their school experience, noting that the learning opportunities and activities available to them help foster high aspirations for their future. The school offers a variety of clubs that cater to different interests, including arts and crafts and sports, which help pupils develop their talents and leadership skills. Participation in the school council and well-being initiatives allows pupils to contribute positively to their community.
Despite the positive aspects, the school faces challenges, particularly regarding attendance and the achievement levels of some pupils. In the past two years, the percentage of pupils meeting expected standards in reading, writing, and mathematics at the end of key stage two was below the national average. This was attributed to weaknesses in the previous curriculum and poor attendance rates. However, the school has made considerable improvements in curriculum design and delivery across all subjects, resulting in a better quality of education for pupils.
The school has carefully structured its curriculum to ensure that knowledge is built progressively, especially in mixed-age classes. Staff effectively model vocabulary in the early years, enabling children to use it appropriately in their learning. However, some subject curriculums are still in the early stages of implementation, leading to difficulties for some pupils in making connections between different areas of learning.
Assessment practices are in place to gauge pupils’ understanding, but there are areas for improvement. Some assessment activities do not adequately identify gaps in knowledge, which can hinder the progress of pupils who may not be ready to move on to new learning. The school prioritizes reading, with effective phonics instruction in place, ensuring that most pupils develop reading fluency quickly.
The school is proactive in identifying and supporting pupils with additional needs, working closely with families and external specialists to provide necessary support. However, there are limitations in how younger pupils and those with special educational needs can demonstrate their understanding, which may affect the accuracy of assessments.
While pupils generally follow school rules and exhibit good behavior, attendance remains a concern, with some pupils persistently absent. The school is working to strengthen relationships with families to improve attendance rates and has introduced various initiatives to encourage regular attendance.
Overall, St Edmund’s Catholic Primary School is on a positive trajectory, with effective leadership and management contributing to its success. The governing body is engaged and knowledgeable about the school’s strengths and challenges, although there is a need for more support in addressing persistent absence issues. The school’s commitment to safeguarding is evident, ensuring a safe environment for all pupils.
