St Mary’s Catholic Primary School in Cannock, Staffordshire, has been rated as good in its recent inspection conducted on June 11 and 12, 2024. The school provides a safe and nurturing environment where pupils feel well cared for. Positive interactions between staff and students foster strong relationships, and pupils are aware of the risks they may encounter both in real life and online. They understand the importance of reporting any concerns to trusted adults. Most students exhibit positive attitudes towards their learning and take responsibility for their academic success. They listen attentively to their teachers and engage thoughtfully during discussions.
The school effectively supports new pupils arriving from different countries, helping them integrate into the school community. Pupils with special educational needs and disabilities receive equal access to the school's offerings and feel well supported. The school offers a variety of extracurricular activities, including cooking and sports clubs, which allow pupils to explore their interests and talents. Students are encouraged to create an inclusive and welcoming atmosphere, greeting visitors with enthusiasm and sharing their experiences.
St Mary’s promotes its Catholic ethos with pride, and staff embody the school’s values through their dedication to the community. Leadership demonstrates integrity and a willingness to accept support when needed. However, recent lower-than-expected outcomes in key stages 1 and 2 have prompted the school to make necessary curriculum changes to enhance pupils’ learning. While these changes have been implemented quickly, the school has not yet established precise measures to evaluate their effectiveness.
Staff members often juggle multiple responsibilities, but many feel well supported in their roles. Recent staffing changes have provided new leadership opportunities, which many staff members are embracing. Changes to the curriculum in subjects like history, reading, computing, and mathematics have been positively received by pupils, who enjoy their learning experiences. However, some staff have not yet received the necessary training to deliver certain subjects effectively.
The newly appointed special educational needs coordinator has made strides in improving support for pupils with SEND. The school actively involves parents and external agencies in reviewing support plans, ensuring that necessary adaptations are made for these pupils. Nonetheless, the school has not fully established robust assessment processes, leading to delays in identifying some SEND needs.
Pupils demonstrate a love for reading, enjoying storytime with teachers and practicing at home. Phonics lessons are delivered according to agreed methods, and those needing additional support receive it from well-trained staff. Most pupils can read by the time they reach key stage 2, with targeted support for those still developing their skills.
In the early years, children thrive in a nurturing environment where they can explore and learn about the world around them. Adults provide opportunities for sustained concentration, preparing children for more formal learning. The curriculum is enriched with carefully selected books that enhance learning experiences.
Pupils generally behave well and understand the importance of school rules in supporting their learning. Those needing emotional support are provided with strategies to manage their feelings. The school has seen an increase in regular attendance, as it works to engage parents in understanding its significance.
Pupils develop leadership skills through roles such as school councillors and house captains, viewing these positions as opportunities to contribute positively to their school community. They also engage in charitable activities, fostering a sense of social responsibility.
The school’s safeguarding arrangements are effective, ensuring the safety and well-being of all pupils. However, the school needs to improve its monitoring of school improvement actions to gain a clearer understanding of their impact. Additionally, timely identification of SEND needs and ensuring staff receive adequate support for delivering the curriculum are areas for further development.
