St Wilfrid’s Catholic Primary School in Blyth, Northumberland, was inspected on 14 and 15 November 2023. The overall effectiveness of the school is rated as requiring improvement, while the quality of education, personal development, and early years provision are rated as good. However, behaviour and attitudes, as well as leadership and management, require improvement. The headteacher, Pauline Johnstone, leads the school, which is part of the Bishop Bewick Catholic Education Trust.
Pupils at St Wilfrid’s are enthusiastic about their learning and are aware that their teachers are invested in their success. They demonstrate good listening skills and work diligently in lessons. The school has implemented a new curriculum that is developing well, particularly in subjects like science and history. Staff are committed to providing a variety of local visits that enhance learning, and pupils actively participate in extracurricular clubs that foster their talents and interests.
While many pupils achieve well academically, there are concerns regarding behaviour during social times, particularly among some pupils in key stage two. Instances of rough behaviour and a lack of kindness have been noted, and staff do not consistently address these issues. This has led to some behaviours becoming normalized outside of structured learning times. Although pupils feel safe at the school, the handling of bullying and behaviour reports needs improvement.
The school is working on developing a more ambitious curriculum, identifying essential knowledge for pupils and sequencing content effectively. Subject leaders have made adjustments to the mathematics curriculum to address areas of weakness. Teachers are refining assessment strategies to ensure pupils retain necessary knowledge. Support for pupils with special educational needs and disabilities is provided, although some learning is not always tailored to their specific needs.
The phonics curriculum is in place, and children in Reception are becoming confident in their reading skills. However, some pupils in key stage one struggle with fluency due to mismatched reading materials. Early interventions are not always effective, leading to slower progress. In key stage two, pupils make progress and show a love for reading, engaging enthusiastically with high-quality texts.
The early years curriculum is well-designed, helping children develop good learning habits. Staff effectively model language and encourage skill development through organized learning environments. The school promotes personal and physical development, with a focus on mental well-being. A mental health lead collaborates with staff and parents to design support strategies for pupils.
While pupils behave well in lessons, their behaviour during unstructured times is inconsistent. Some interactions are rough and unkind, and staff do not always address these behaviours effectively. The school does not maintain detailed records of behaviour incidents, making it difficult to analyze patterns. Exclusions and suspensions are higher than average for a school of its size.
Governors are engaged with the school community but lack sufficient information to effectively monitor the school's challenges. Senior leaders have taken steps to reduce teacher workload, and staff feel supported. The safeguarding arrangements are effective, but the school needs to improve its response to concerns and the training provided for staff regarding the phonics curriculum. Overall, while the school has strengths in its educational offerings, significant areas for improvement remain, particularly in behaviour management and leadership practices.
