St Mary Magdalen’s Catholic Primary School in Penwortham, Preston, underwent an inspection on May 14 and 15, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and areas needing development identified. The quality of education was also rated as requiring improvement, while behaviour and attitudes, personal development, and early years provision were rated as good. Leadership and management were found to require improvement.
Pupils at the school enjoy their time there, benefiting from supportive relationships with staff and peers. The school has raised its expectations for pupil achievement, including those with special educational needs and disabilities. However, many changes to the curriculum aimed at improving learning are still in the early stages of implementation, resulting in pupils not achieving as well as they should across the curriculum.
The school offers a variety of extracurricular activities and opportunities for pupils to engage in community service, which they value. Pupils take pride in their responsibilities, such as being well-being ambassadors. The school has made strides in developing a broad and deep curriculum, identifying key knowledge in some subjects, but has not finalized the curriculum content and sequence in others. This inconsistency affects teachers' ability to deliver an ambitious curriculum effectively.
There is variability in how the curriculum is delivered, with some subjects lacking connections between new content and prior learning. This disconnect hampers pupils' ability to build on their knowledge and retain what they have learned. The school lacks a clear understanding of the curriculum's impact on learning, particularly in subjects outside of English and mathematics, where assessment systems are not consistently in place. Consequently, gaps in pupils' knowledge are not easily identified or addressed.
The school prioritizes early reading, with a well-implemented phonics program that matches reading materials to pupils' knowledge. However, data from 2023 indicated that the number of pupils meeting the expected reading standard in key stage one was low, primarily due to previous cohorts not accessing the current phonics program. The school is now providing effective support to these pupils.
Staff are committed to meeting the needs of pupils with SEND, making necessary adaptations to ensure they can access the same learning as their peers. Behaviour in the school is generally good, with pupils moving around calmly and following routines effectively. Staff employ consistent strategies to manage behaviour positively.
The school offers a range of extracurricular activities, including music and sports, which help pupils develop their talents. The personal, social, health, and economic education curriculum is well integrated into school life and adapted to meet pupils' needs. Staff express pride in their work and feel supported regarding their well-being, with leadership considering their workload in decision-making.
The safeguarding arrangements at the school are effective, ensuring a safe environment for pupils. To improve, the school needs to finalize the identification and order of key knowledge across all subjects, ensuring teachers have the guidance necessary for effective curriculum delivery. Additionally, the implementation of assessment systems in various subjects is crucial for identifying knowledge gaps and evaluating curriculum effectiveness. Overall, while the school has strengths, particularly in behaviour and personal development, significant work is needed to enhance the quality of education and leadership.