Immaculate Conception Catholic Primary continues to be recognized as a good school following its inspection on 14 and 15 February 2023. The school is characterized by a positive and welcoming atmosphere where pupils take pride in their attendance. High expectations are set by teachers across all classes, and most pupils strive to meet these standards. The relationships between pupils and staff are constructive, with pupils feeling cared for and supported by their teachers.
Behavior among pupils is generally commendable, reflecting the school’s Catholic values and its motto of believe, achieve, and be the best you can be. While pupils are aware of what bullying entails, they express little concern about it, confident that staff will address any incidents promptly. The school offers a broad curriculum, and pupils work diligently across various subjects, achieving particularly well in reading by the end of key stage two. Most pupils receive adequate support in the classroom, although there are instances where leaders do not consistently ensure that pupils with special educational needs and/or disabilities receive the necessary assistance.
The school effectively promotes pupils’ spiritual, social, and moral development. The assembly program enhances pupils’ understanding of different religious festivals and significant national events. Pupils engage in community projects, such as showcasing their artwork to support a local food bank, and many participate in after-school clubs that include sports, music, and drama.
Leaders have developed a broad and ambitious curriculum, aiming for all pupils to succeed. Subject leaders collaborate effectively, identifying essential knowledge for pupils to learn and remember. The curriculum is designed to start in the early years and extend through to Year six. Writing development is a priority, with opportunities for writing integrated across various subjects. For instance, Year six pupils produce high-quality written work on Ancient Egypt.
The early years curriculum is well-structured to prepare children for their next educational phase, with children responding positively to well-planned activities in a stimulating environment. Teachers demonstrate strong subject knowledge, effectively planning lessons and questioning pupils. Most pupils enjoy mathematics and present their work well, articulating their reasoning confidently. However, there are occasions when misconceptions in mathematics are not addressed as quickly as they could be.
Reading is prioritized, with staff fostering a love for reading, especially during storytime. Younger pupils particularly enjoy these sessions, and recent investments in new books have enhanced their reading experience. The teaching of phonics and early reading is systematic, with staff well-trained and passionate about helping pupils learn to read from the start in Reception class. Regular checks ensure that pupils needing extra help receive it, resulting in most reading with confidence and fluency.
While leaders understand the needs of pupils with SEND, oversight is inconsistent, and not all parents feel adequately involved in reviewing their child’s progress. The school’s planned curriculum for personal development is ambitious, covering topics such as anti-bullying and respect for different cultures. Governors are committed and have a good grasp of the school’s strengths and areas for improvement. Staff morale is positive, with appreciation for the support provided by leaders regarding workload and well-being.
The arrangements for safeguarding are effective, with leaders prioritizing pupils’ well-being and ensuring that those needing extra help receive appropriate support. Staff are well-trained in safeguarding responsibilities, and pupils feel safe at school, knowing whom to approach with concerns. Overall, while the school excels in many areas, there is a need for improvement in the support provided to pupils with SEND to ensure they achieve their full potential.
