St Mary’s Catholic Primary School in Maidenhead underwent an inspection on February 7 and 8, 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, as well as personal development, were rated as Good. Leadership and management, along with early years provision, were similarly rated as Requires Improvement. This inspection marked a shift from the previous inspection in December 2019, where the school was rated as Good.
Pupils at St Mary’s take pride in their school and enjoy various leadership opportunities, such as head pupils and house captains. They appreciate having a voice in school decisions and are proactive in promoting physical activity through initiatives like the daily mile. The school has established high expectations for behaviour, communicated through its STAR values and the principles of being ready, respectful, and safe. Pupils generally meet these expectations, displaying politeness and strong relationships with staff. They report feeling safe and well cared for, with minimal concerns about bullying.
While pupils enjoy their learning and excel in some subjects, this achievement is not consistent across the entire curriculum. Parents acknowledge the school’s ongoing improvements under new leadership and support the changes being implemented by the headteacher. The new leadership team is committed to enhancing academic outcomes and has begun to implement a more ambitious curriculum. They have utilized published materials to structure the curriculum in subjects like physical education and mathematics, where progress is evident. However, in other subjects, the curriculum development is at an earlier stage and lacks urgency.
The teaching of reading has only recently been prioritized, leading to inconsistencies in how staff teach reading skills. The phonics scheme introduced is not yet well understood by all staff, particularly those supporting older pupils. Consequently, some pupils do not read as well as they could. In Reception, phonics activities do not always clarify the intended learning. Leaders are eager to foster a love of reading through the restoration of the school library, and older pupils enjoy the texts encountered in the curriculum.
Teachers generally adapt their teaching to meet pupils' needs and interests, and the provision for pupils with special educational needs and disabilities is well managed. However, in subjects like English, teachers are less certain about prior learning, which affects pupils' ability to achieve their potential. Reception-age children have ample opportunities for physical development, but staff inconsistently support discussions about learning and vocabulary building.
Pupils benefit from a well-rounded approach to their development, understanding the school’s values and being accepting of diverse views. They are informed about healthy lifestyles and internet safety. The safeguarding arrangements are effective, with regular training for staff ensuring concerns are identified and reported appropriately. However, there is a need for better follow-up on these concerns to ensure support is in place.
To improve, the school must finalize its curriculum design to enable teachers to build on prior learning effectively. Leaders need to ensure that the phonics program is fully embedded and that all staff are equipped to teach it effectively. Additionally, there should be a stronger focus on developing spoken language in Reception to enhance children's vocabulary and conversational skills. Overall, while there are positive aspects of the school, significant work remains to ensure all pupils achieve their full potential.
