Christ The King Catholic Primary School

About Christ The King Catholic Primary School Browse Features

Christ The King Catholic Primary School


Name Christ The King Catholic Primary School
Website http://www.christthekingreading.co.uk/
Ofsted Inspection Rating Requires improvement
Address Lulworth Road, Reading, RG2 8LX
Phone Number 01189375434
Type Primary
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 359 (57.1% boys 42.9% girls)
Number of Pupils per Teacher 19.8
Local Authority Reading
Percentage Free School Meals 19.7%
Percentage English is Not First Language 37.4%
Persistent Absence 10.1%
Pupils with SEN Support 23.8%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (02 October 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

Christ The King Catholic Primary School is larger than the average-sized primary school. The school hosts a local authority specially resourced provision for up to 21 pupils who have autism spectrum disorder. A large proportion of pupils who attend the school are from minority ethnic groups. The proportion of pupils attending the school who have SEN and/or disabilities is very high compared to other schools. The school is an active member of a partnership of local schools.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders and governors have not secured the improvements needed over time for the school to be judged good. The quality of teaching, learning and assessment is not consistently good across all phases of the school. As a result, not enough pupils make the progress that they should. Outcomes at the end of the early years remain stubbornly low. This is particularly the case for boys. Governors are not holding leaders to account effectively because the information they receive about pupils’ outcomes is overly positive. Improvement planning is not sufficiently focused. It is not helping leaders, governors and staff to improve the school quickly enough. Systems to monitor pupils’ progress and attainment are not used effectively by middle leaders and teaching staff to monitor the progress of vulnerable groups. Pupils from disadvantaged backgrounds are not making the progress needed to catch up with other pupils. Most-able pupils are not challenged enough. Classroom visits and work scrutiny showed that teachers’ expectations could be higher for these pupils. The school has the following strengths The headteacher and his staff team are totally dedicated to the school. Their inclusive approach ensures that pupils are nurtured and cared for well. Pupils who have special educational needs (SEN) and/or disabilities do well. This includes pupils who attend the specially resourced provision for pupils who have SEN and/or disabilities (specially resourced provision). The capacity for improvement, especially in the use of middle leaders to improve the quality of teaching and learning, is clear to see. Pupils behave well and enjoy being at school. Safeguarding is effective. Parents are very positive about all aspects of the school and its caring, family ethos. The impact of the school’s work to improve phonics provision means that pupils’ phonics skills are improving. The curriculum is a strength of the school. Pupils benefit from a wide variety of visits and activities that enrich their life experiences.