| Name | Catherine Junior School |
| Website | http://www.catherine-jun.leicester.sch.uk/ |
| Ofsted Inspection Rating | Good |
| Inspection Date | 07 March 2018 |
| Address | Brandon Street, Leicester, LE4 6AZ |
| Phone Number | 01162625896 |
| Type | Primary |
| Age Range | 7-11 |
| Religious Character | Does Not Apply |
| Gender | Mixed |
| Number of Pupils | 498 (54% boys 46% girls) |
| Number of Pupils per Teacher | 22.4 |
| Local Authority | Leicester |
| Percentage Free School Meals | 16.1% |
| Percentage English is Not First Language | 88.4% |
| Persisitent Absence | 11.8% |
| Pupils with SEN Support | 9.6% |
| Catchment Area Information Available | Yes, our catchment area data is FREE |
| Last Distance Offered Information Available | No |
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Highlights from Latest Inspection:
Information about this school Since the previous inspection, the school has experienced significant staff changes, including changes to leadership and management roles. The headteacher has been formally in post since January 2018, having been promoted from deputy headteacher to acting headteacher in December 2016. The school is much larger than the average-sized primary school. The vast majority of pupils are from minority ethnic groups, the largest group being of Indian origin. A large majority of pupils speak English as an additional language. A relatively large group of pupils join the school with little or no English. The proportion of disadvantaged pupils is above average. The proportion of pupils who have SEN and/or disabilities is below average. In 2017, the school met the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Year 6. The school provides a breakfast and after-school club, which are both managed by the governing body. Summary of key findings for parents and pupils This is a good school The ambition and determination of the headteacher are tangible in her pursuit of excellence. The headteacher has successfully used the different talents of staff to build a highly effective leadership team, which has secured the commitment of all staff, to equip pupils with the skills to succeed. This has helped to secure rapid and continuous improvement across the school. Governors have a clear and detailed knowledge of the school and community. They use their range of skills effectively to challenge leaders, and contribute to the continual drive to improve. The local authority has been highly effective in providing tailored support, particularly in terms of recruitment, and in guidance for effective training and collaboration. Leaders have rigorously ensured that teaching is at least good across the school. There are examples of highly effective practice which are used astutely to raise standards. Pupils make good progress from their starting points, with them making particularly strong progress in writing and mathematics. Disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities make the same good progress as others. Pupils are impeccably behaved at all times. They show pride in doing their best, Pupils care for each other and their respect for each other’s cultures and beliefs is exemplary. Pupils are keen to learn because the school’s curriculum is based around topics that they find interesting and relevant. Pupils said that they feel safe and cared for well. They trust adults to listen and support them. They solve minor problems for themselves. Parents and carers also believe that their children are cared for well. Leaders have not secured as consistently strong progress for pupils in reading as they have in writing and mathematics. Teachers do not all have equally deep subject knowledge to enable them to adjust their teaching to swiftly move on pupils’ learning. Leaders’ recent improvements to the way in which pupils’ progress is tracked are not fully embedded. |
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