St Robert’s Catholic Primary School, located in Harrogate, North Yorkshire, was inspected on November 7 and 8, 2023. The overall effectiveness of the school was rated as good, with the quality of education, behaviour and attitudes, personal development, and leadership and management all receiving the same rating. However, early years provision was noted as requiring improvement. The headteacher, Jill Collins, leads the school, which is part of the Bishop Wheeler Catholic Academy Trust, overseen by CEO Darren Beardsley and a board of trustees chaired by Diane Gaskin.
This inspection marked the first under the current framework since the school had not been inspected for 14 years, having previously been rated outstanding. The long gap in inspections was due to the school being exempt from routine inspections by law until November 2020. The school community is described as welcoming, inclusive, and diverse, with staff showing a strong commitment to the well-being of each child. The Catholic values of the school are central to its ethos, promoting kindness and respect among pupils.
Pupils, including those with special educational needs and disabilities, report feeling safe, thanks to the effective safeguarding measures in place. Behaviour in classrooms and during playtime is generally good, although there are occasional disruptions. Teachers maintain high expectations and use positive reinforcement to encourage good behaviour. The early years setting is lively, with children forming friendships and engaging in play, but there are concerns regarding their readiness for Year 1, particularly in literacy and communication skills.
Reading is prioritized within the curriculum, with pupils expressing enthusiasm for their favourite books. Teachers engage students through expressive storytelling, and a recent phonics approach has improved reading fluency. However, some pupils with weaker phonics knowledge struggle to keep pace with their peers due to the organization of teaching groups. The curriculum is ambitious, with careful planning to deepen pupils' knowledge across subjects, particularly in mathematics, where regular recaps help reinforce learning.
The school has seen an increase in pupils who speak English as an additional language, with effective support helping them integrate quickly. However, strategies to support their reading fluency and expression are still developing. Leaders at the school and the trust collaborate effectively, using evaluation systems to monitor educational quality and provide necessary support. Staff report feeling supported in their roles, with early career teachers receiving strong guidance.
Pupils' personal development is emphasized, with opportunities for leadership roles and participation in various activities. Assemblies and events promote the school's values, although some parents and pupils have expressed a desire for more extracurricular activities. The early years provision requires improvement, with a need for better-planned opportunities for speaking, listening, and writing. Expectations for children's capabilities are considered too low, and the curriculum should be more ambitious to ensure readiness for future learning stages.
The school must also address the teaching of phonics to ensure that lessons are appropriately pitched for all pupils, particularly those at earlier stages of reading. Additionally, the school is in the early stages of developing strategies to support the growing number of pupils who speak English as an additional language, ensuring that new students receive effective induction and support. Overall, while the school demonstrates many strengths, there are clear areas for improvement, particularly in early years provision and phonics instruction.
