St Louis Catholic Primary School in Frome, Somerset, has undergone an ungraded inspection on 7 and 8 February 2023. The overall judgement remains good, but evidence suggests that a graded inspection might yield a lower rating if conducted now. The next inspection will be graded. Pupils express pride in attending the school, which fosters a caring and safe environment. Strong relationships between pupils and staff are evident, and the school’s Christian values underpin its ethos. Pupils are encouraged to embody the motto of loving, wondering, and achieving together.
Leadership has raised expectations for pupil achievement, yet some students do not reach their full potential due to unclear curriculum guidelines in certain subjects. While pupils are enthusiastic learners, the lack of clarity in what they need to learn hinders their progress. Behaviour expectations are high, and pupils respond positively, adhering to school rules and engaging in various activities during break times. Instances of bullying are rare, and pupils feel confident that staff address any issues promptly.
Pupils actively participate in school life, organizing fundraising events for charities and engaging in extracurricular activities. They have opportunities to take on leadership roles, such as chaplains and school councillors. Recent changes in leadership have led to a focus on curriculum improvement, with some subjects clearly defined. In mathematics, for instance, pupils regularly revisit previous learning, aiding retention of key concepts. Teachers effectively monitor pupil understanding and adjust their teaching accordingly.
However, the impact of leadership initiatives in some subjects is still developing, leading to gaps in the curriculum that affect depth of knowledge acquisition. Reading is prioritized, with early learners introduced to phonics as soon as they enter Reception. While pupils read books that align with their phonics knowledge, some struggle to receive the precise support needed to catch up, particularly those with special educational needs and disabilities. Staff assessment practices require improvement to better identify and address individual pupil challenges.
Leaders promote a love of reading through story times and library visits, fostering enthusiasm among younger pupils and encouraging older students to discuss their favorite books. The reading curriculum effectively deepens comprehension for older pupils. Leaders accurately identify the needs of pupils with SEND and collaborate with external professionals to provide necessary support. However, the curriculum adaptation for these pupils is insufficient in some subjects, impacting their learning outcomes.
Pupils are motivated to earn recognition for their achievements, particularly through the Gospel Value Star rewards. They demonstrate sensible behaviour throughout the school, with staff addressing any incidents of poor conduct swiftly. Personal development is a key focus, with pupils learning about consideration for others, valuing diversity, and maintaining physical and mental health.
Governors are ambitious for the school, and most staff feel supported in managing their workloads. Safeguarding arrangements are effective, with staff trained to recognize and report welfare concerns. Leaders respond promptly to issues, working closely with parents and external agencies to ensure pupils receive necessary support. Pupils learn about safety in various contexts, including online environments.
To improve, leaders must clarify the key knowledge pupils need to learn in certain subjects to ensure consistent curriculum delivery. Additionally, timely support for early readers who are falling behind is essential for their development into fluent readers. The curriculum must be better adapted to meet the needs of pupils with SEND to enhance their learning experiences across all subjects.
