The Cathedral School of St Mary, located in Stonehouse, Plymouth, underwent an inspection on November 15 and 16, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also receiving the same rating. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
Pupils at the school express pride in their attendance, highlighting the warm and respectful relationships they share with staff. Parents appreciate the care and support provided to their children, contributing to a safe environment where pupils feel secure and can approach adults with concerns. Instances of bullying are rare, and when issues arise, leaders act swiftly to address them. Pupils exhibit positive behavior and a strong enthusiasm for learning, participating in activities like a regular writing challenge that allows them to showcase their skills.
The school recognizes and celebrates student achievements through initiatives such as the ‘heart of gold’ awards, which acknowledge pupils who exemplify the school’s virtues. Additionally, students engage with their local community through projects like the mini-police program and initiatives aimed at reducing litter, demonstrating a commitment to civic responsibility.
While the school has developed an ambitious and well-structured curriculum, the implementation of this curriculum varies in quality. Some teachers exhibit weak subject knowledge, leading to gaps in pupils' understanding in certain subjects. In subjects where teaching is strong, such as history, pupils effectively integrate new knowledge. However, in mathematics, while pupils learn number facts, the teaching of problem-solving is lacking, hindering their ability to apply mathematical concepts effectively.
Leaders prioritize reading instruction, with a well-defined phonics program that aligns reading materials with pupils' knowledge. This focus has resulted in pupils learning to read fluently and accurately, laying a solid foundation for future learning. However, the teaching does not consistently meet the diverse needs of all pupils, including those with special educational needs and disabilities. Although leaders identify these pupils' needs, the support provided is insufficient for them to engage fully with the curriculum.
In the early years, children receive good care and enjoy activities like storytelling, but there is a need for a sharper focus on developing their spoken language skills to better prepare them for future learning. Leaders have established a coherent personal development program that includes opportunities in the arts, sciences, and outdoor education, fostering a sense of civic duty and understanding of democracy among pupils.
The safeguarding arrangements at the school are effective, with a strong culture of safeguarding established by leaders. They identify pupils needing support and take appropriate action, including referrals to safeguarding partners when necessary. The school provides a curriculum that addresses risks, including those related to online safety, and has effective recruitment and management practices for staff.
To improve, the school must ensure that the curriculum is consistently well implemented across all subjects, enabling pupils to build their knowledge incrementally. Additionally, the curriculum needs to be suitably adapted for all pupils, particularly those with special educational needs, to enhance their learning experiences. In the early years, a greater emphasis on developing children's spoken language is essential for their readiness for future academic challenges.
