St Paul’s Catholic Primary School, a Voluntary Academy located in Poynton, Stockport, has recently undergone its first inspection since becoming an academy. The inspection took place on April 30 and May 1, 2024, and the overall effectiveness of the school was rated as good. The quality of education, leadership and management, and the behavior and attitudes of pupils were also rated as good, while personal development and early years provision received an outstanding rating.
The headteacher, Nora Armstrong-Boyle, leads the school, which is part of the Our Lady Help of Christians Catholic Academy Trust. The trust is overseen by CEO Mark Mountcastle and a board of trustees chaired by John Kalnins. The school has not been previously inspected under the current framework, as it was exempt from routine inspections until November 2020.
Pupils at St Paul’s take pride in their school’s mission statement, which encourages them to aspire to be more in all aspects of their lives. They exhibit happiness and enthusiasm for learning, consistently meeting the high expectations set by the school. Attendance is strong, and pupils engage in various enriching activities, including visits to cultural institutions and performances with an orchestra.
Leadership roles are embraced by pupils, who participate actively in initiatives such as eco-warrior programs and a school parliament. Their contributions positively impact the school and the wider community, including fundraising for charities and promoting equality through online platforms. The school environment is calm and purposeful, fostering positive relationships among pupils and staff. Exemplary behavior is observed during lessons and throughout the school, with pupils taking the initiative to lead activities during lunchtime, promoting physical health and social interaction.
The curriculum is well-structured, beginning in the early years, where children receive a strong foundation in education. The Reception class offers a well-designed curriculum that encourages inquiry and mastery of essential skills in reading, writing, and mathematics. However, there are inconsistencies in the expectations for writing as pupils progress into key stage one, particularly regarding pencil grip and letter formation, which affects their written communication skills.
In key stages one and two, the curriculum is logically sequenced, allowing pupils, including those with special educational needs and disabilities, to learn effectively across most subjects. Staff deliver lessons with expertise and enthusiasm, helping pupils connect prior knowledge with new concepts. However, some pupils struggle to retain knowledge from previous key stages due to a lack of clear assessment strategies, which can hinder their preparedness for future learning.
The phonics program is implemented effectively, with staff providing support to parents to enhance their children's reading skills. Older pupils express enthusiasm for literature and actively participate in library activities. Pupils with additional needs are well-supported and fully included in school life, participating in clubs and leadership roles.
The school’s trustees and local governing body fulfill their statutory duties effectively, providing necessary support and challenge. Staff report positively on their workload and well-being, appreciating the time allocated for subject leadership. Safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To improve, the school needs to raise expectations for writing skills in key stage one and implement strategies to help pupils recall and build on prior learning. By addressing these areas, St Paul’s can further enhance its educational provision and ensure all pupils achieve their full potential.
