Our Lady Queen of Martyrs Catholic Primary School in Esh Winning, Durham, underwent an inspection on 18 and 19 October 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also marked as requiring improvement. However, the school demonstrated good behaviour and attitudes, as well as personal development among its pupils.
The headteacher, Louise Keenan, leads the school, which is part of the Bishop Wilkinson Catholic Education Trust. The trust is overseen by CEO Nick Hurn OBE and a board of trustees chaired by Angela Boyle. The school has experienced significant instability in staffing and leadership recently, which has impacted its operations. The new executive headteacher is ambitious for the pupils' success and has initiated a review of the curriculum, introducing new subject curriculums. While pupils find learning interesting, there are gaps in their knowledge that need to be addressed.
The school environment is warm and welcoming, with pupils expressing happiness upon arrival and showing respect towards staff and peers. A consistent approach to behaviour management has resulted in good behaviour, which supports learning. During break times, various games are available, and staff are present to resolve any issues, contributing to a sense of safety among pupils.
The school offers a range of experiences to nurture pupils' talents and interests, including wheelchair basketball for older pupils and ballet lessons for younger ones. They also engage in community activities, such as visiting the Durham Gala Theatre to learn about dance.
Despite recent leadership changes, the school has identified necessary improvements. However, these priorities are not well understood by all leaders, and many changes have yet to be fully embedded. Consequently, some pupils are not achieving their potential. The trust has introduced new curriculums across most subjects, including core subjects, with a focus on sequencing important knowledge and vocabulary. However, the implementation of these curriculums is not yet complete, leading to misconceptions and gaps in pupils' knowledge.
In the early years, children receive a strong start, with staff effectively assessing their understanding and planning activities to support their development. The teaching of reading and phonics is prioritized, with younger pupils participating in daily phonics sessions and older pupils engaging in structured reading lessons. This approach is helping pupils to read fluently.
Pupils with special educational needs and/or disabilities are included in school activities, with clear targets set to support their learning alongside peers. However, some parents feel their children are not receiving adequate support. The new special educational needs coordinator is beginning to involve parents in decisions regarding support for pupils with SEND.
The school has a well-planned curriculum for personal development, teaching pupils tolerance and understanding of diverse viewpoints. They engage in democratic activities and charity work, fostering a sense of community responsibility.
Despite the positive aspects, the school faces challenges in ensuring that all staff understand improvement priorities and that communication with parents is consistent. The vision for improvement is not fully established, which affects the effectiveness of leadership actions. The school must ensure that all staff are clear about improvement priorities and their roles in achieving them. Overall, while the school has strengths, it must address several areas to enhance its effectiveness and ensure all pupils achieve their potential.
