St Mary’s Catholic Primary School in Fleetwood has been inspected and continues to be rated as a good school. The inspection took place on 11 and 12 May 2023, and while the overall judgment remains unchanged, the inspector noted that the school may not achieve the same rating if a graded inspection were conducted now. The recommendation is for the next inspection to be a graded one.
Pupils at St Mary’s enjoy their time at school, benefiting from supportive relationships with staff who are attentive to their concerns. The school has effective systems in place to identify and address bullying, ensuring that pupils feel safe and happy. Leaders at the school are ambitious for all pupils, including those with special educational needs and disabilities. Many students meet the high expectations set by teachers in core subjects like mathematics and English. However, there are areas where pupils do not achieve as well as they should, particularly in some other subjects.
The school has high expectations for pupil behavior, and staff consistently apply the behavior policy. Many pupils demonstrate good manners and strive to treat others with respect. Opportunities for pupils to take on responsibilities, such as being part of the school council, are valued, and through activities like fundraising, they learn the importance of community and collaboration.
The curriculum at St Mary’s is broad and balanced, designed to be ambitious for all pupils, including those with special educational needs. Leaders have carefully structured the knowledge pupils need to learn in English and mathematics, and teachers effectively deliver this curriculum. Regular assessments help teachers understand what pupils know and remember, allowing for revisiting previous learning when necessary. This approach leads to good achievement in these subjects.
However, in other areas of the curriculum, there are inconsistencies. Some subjects lack a well-defined structure, making it challenging for teachers to build on prior knowledge effectively. This can result in gaps in understanding and does not adequately prepare children in the early years for their transition to Year 1. While most teachers possess the necessary subject knowledge, some struggle to design activities that facilitate comprehensive learning, leading to insecure learning in certain areas.
The school promotes a love of reading, with a well-delivered phonics program in the Reception Year. However, the training for staff in other key stages has not been as effective, resulting in some pupils being taught incorrect sounds, which hinders their reading development. Additionally, the reading materials provided to some pupils do not align with their phonics knowledge, impacting their confidence and progress.
Leaders have established effective systems to identify the needs of pupils with special educational needs, collaborating with external specialists to enhance their provision. Most pupils with SEND access the same curriculum as their peers, but uneven achievement remains a concern due to the curriculum's shortcomings.
Pupils generally behave well and are engaged in lessons, allowing for a focused learning environment. They understand the diversity of families in society and learn about different cultures and celebrations, fostering respect for all individuals. Older pupils develop financial literacy skills, understanding the difference between needs and wants. Extracurricular activities, such as first aid and choir, provide opportunities for pupils to explore their interests and talents.
Governors and leaders are mindful of staff workload and well-being, contributing to a positive working environment. Staff express satisfaction with their roles and the support they receive. The safeguarding arrangements at the school are effective, with staff trained to identify and respond to potential risks. Pupils are educated about safety, including internet safety, ensuring they understand how to protect themselves in various situations.
Overall, while St Mary’s Catholic Primary School demonstrates many strengths, there are areas for improvement, particularly in curriculum development and phonics instruction, which leaders must address to enhance pupil outcomes.
