St Peter and Paul Catholic Primary School in Mawdesley was inspected on 16 and 17 November 2023. The overall effectiveness of the school is rated as requiring improvement, along with the quality of education, personal development, and leadership and management. Behaviour and attitudes are rated as good. The school previously received a good rating in its last inspection in November 2018.
Pupils at the school are generally happy and display positive relationships with staff and peers. They arrive at school with enthusiasm and demonstrate kindness and consideration towards one another. The school environment fosters sociable interactions during break times, and pupils exhibit courtesy towards adults. However, while most pupils show interest in various subjects, the school’s expectations for achievement in some areas are not sufficiently high. This has resulted in weaknesses in curriculum design and delivery, leading to some pupils not developing a comprehensive body of knowledge over time and not achieving their full potential.
The school has prioritized reading instruction from early years through to Year 6, and pupils engage in reading activities frequently. A new phonics curriculum has been introduced, and most staff have received training to implement it effectively. Consequently, children in the Reception class and pupils in key stage 1 are developing a solid understanding of phonics. In certain subjects, the curriculum is structured thoughtfully, allowing for logical progression in learning. Staff assess pupils' knowledge and use this information to inform future lessons.
However, in several other subjects, the clarity of essential knowledge that pupils should learn is lacking. Subject leadership in these areas is underdeveloped, and the school does not provide adequate support for some subject leaders. This results in teachers not receiving the necessary guidance to design effective learning experiences, which in turn affects pupils' ability to retain knowledge over time. Consequently, some pupils, including those with special educational needs and disabilities, do not achieve as well as they should.
Pupils are generally positive about their learning and display attentiveness in lessons, with low levels of disruption. They understand the importance of school rules for their safety and learning. The school supports pupils' physical and emotional health well, teaching them about healthy relationships and safety. However, aspects of personal development, particularly regarding understanding fundamental British values and diverse cultures, are not sufficiently secure, leaving pupils less prepared for life in modern Britain.
The school maintains effective communication with parents, providing guidance on supporting their children's learning at home. Parents appreciate being involved in school activities, such as weekly celebration assemblies. The school is also mindful of staff workload and well-being, ensuring that new initiatives do not overwhelm staff.
Governors are aware of staff well-being but lack a comprehensive understanding of the school's strengths and priorities. This limits their ability to challenge the school effectively to ensure high-quality education for pupils. The safeguarding arrangements are generally effective, but there are shortcomings in staff training and record-keeping, which hinder the monitoring of safeguarding concerns.
To improve, the school needs to clarify the essential knowledge that pupils must learn and the order in which it should be taught. Enhancing subject leadership and ensuring that all staff receive up-to-date safeguarding training are also critical areas for development. Additionally, the school should focus on preparing pupils for active citizenship in a diverse society by promoting understanding of British values. Overall, while the school has strengths, significant improvements are necessary to enhance the quality of education and personal development for all pupils.
