St Mary’s Catholic Primary Academy, located in Halifax, West Yorkshire, has recently undergone an ungraded inspection on 22 and 23 November 2023. The school continues to hold an overall judgement of good, although evidence suggests that a graded inspection might yield a different outcome. The headteacher, Jenna Walker, leads the school, which is part of the Blessed Peter Snow Catholic Academy Trust, overseen by CEO Richard Williams and trustee chair Antonia Dorsey.
The school is characterized by a friendly and inclusive atmosphere where staff prioritize the well-being of pupils. Students feel happy, safe, and welcomed, fostering a strong sense of belonging. Attendance is high, and pupils take pride in their school community, demonstrating good behavior and a commitment to their learning. The school sets high expectations for all students, including those with special educational needs and disabilities. However, there are concerns regarding the depth of knowledge pupils acquire in certain subjects, indicating that improvements are needed in the curriculum to ensure comprehensive learning.
The school grounds are a notable feature, providing spaces for both learning and play. Pupils engage in environmental education through forest school activities and take on leadership roles, such as school councillors and sports leaders, which helps them develop into responsible citizens. The curriculum is ambitious and covers a broad range of subjects, but there are gaps in the identification of specific knowledge and skills that pupils should learn, particularly in some subjects. This has resulted in uneven learning outcomes across the curriculum.
In subjects like English and mathematics, school leaders have effectively outlined the knowledge pupils need to acquire, and most teachers possess the necessary subject knowledge to deliver lessons effectively. However, inconsistencies in assessment strategies mean that some teachers do not adequately check pupils' understanding during lessons, leading to misconceptions that are not addressed in a timely manner. This affects the overall achievement of some pupils, particularly those with special educational needs.
The school places a strong emphasis on reading, with vibrant library spaces and a diverse selection of books available to pupils. Staff are trained to deliver early reading and phonics programs effectively, but support for struggling readers is inconsistent, hindering their progress. In the early years, children quickly adapt to school routines and demonstrate good listening and cooperation skills.
The personal, social, health, and economic education curriculum is a strength of the school, teaching pupils about health, safety, and respect for diversity. Pupils express confidence in discussing differences among people and emphasize the importance of equality. The school actively engages with parents, who generally express positive views about their children's education and feel well-informed about school activities.
The safeguarding arrangements at St Mary’s are effective, ensuring a safe environment for all pupils. However, the school must address the inconsistent support for struggling readers and improve the identification of precise knowledge across subjects to enhance learning outcomes. Additionally, the use of assessment strategies needs to be refined to better identify and address gaps in pupils' understanding. Overall, while the school demonstrates many strengths, there are clear areas for improvement that need to be prioritized to ensure all pupils achieve their full potential.
