St Mary’s Catholic Primary School in Maltby, Rotherham, has undergone significant improvements since its previous inspection, achieving a Good rating across all areas including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school offers an ambitious curriculum that effectively meets the learning needs of its pupils, fostering their development into considerate individuals. During the inspection, pupils demonstrated positive attitudes towards their learning, collaborating well and contributing meaningfully to discussions. They expressed enjoyment in attending school and felt safe, highlighting the positive relationships with staff and the effective management of behaviour and bullying incidents.
The school has high expectations for all pupils, including those who are disadvantaged or have special educational needs and disabilities (SEND). Most pupils leave well-prepared for secondary education. Leaders have focused on building a stable and effective staff team, which has contributed to a decline in pupil absence. This improvement is attributed to the close collaboration between leaders and parents to ensure consistent attendance.
The school excels in its provision for early years, where staff nurture children's social skills and knowledge with care. Children are welcomed into a vibrant environment that encourages kindness, sharing, and turn-taking. The foundations laid in early years support children's progression into Year 1 effectively.
Leaders are committed to enhancing the provision for pupils with SEND, ensuring that the curriculum meets their needs. They have established strategies for identifying these needs and are increasingly proficient in developing tailored support plans. Teachers implement high-quality support with adapted resources, and additional adults provide well-considered intervention programs.
The curriculum is engaging and well-structured, with careful planning from early years through to Year 6. Teachers build on pupils' prior knowledge through sequenced lessons, although strategies to assess pupils' retention of knowledge are less developed. There is a need for a more comprehensive approach to monitoring the quality of the curriculum across all subjects.
The personal development curriculum is robust, delivered through various programs that promote social, health, and economic education. Pupils engage in discussions on sensitive topics with maturity, demonstrating their understanding of diversity and social issues.
Behaviour at the school is exemplary, with pupils showing respect for adults and peers. Established routines in early years support positive engagement, and older pupils display maturity in their interactions. Attendance has become a priority for leaders, and their efforts are yielding positive results.
The governing body is actively involved in supporting the school’s priorities, seeking external validation to ensure accountability. Staff feel supported and valued within the school community, contributing to a positive atmosphere.
Safeguarding arrangements are effective, with robust systems in place for staff recruitment and training. Staff are vigilant in identifying and reporting concerns, ensuring a safe environment for pupils. The curriculum also educates pupils on safety, particularly regarding online risks.
To further improve, the school should refine assessment practices in certain foundation subjects to provide teachers with precise information on pupil knowledge retention. Additionally, subject leaders need more opportunities to evaluate the impact of the curriculum on learning outcomes. Overall, St Mary’s Catholic Primary School has made commendable progress, creating a supportive and effective learning environment for its pupils.
