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.ctk.coventry.sch.uk
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Scots Lane, Coundon, Coventry, CV6 2DJ
Phone Number 02476335790
Type Academy
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 454 (47.1% boys 52.9% girls)
Number of Pupils per Teacher 25.4
Academy Sponsor Holy Cross Catholic Multi Academy Company
Local Authority Coventry
Percentage Free School Meals 4.2%
Percentage English is Not First Language 7.1%
Persisitent Absence 3.9%
Pupils with SEN Support 17%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (07 March 2019)
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.
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Information about this school

This is a larger-than-average primary school. The proportion of disadvantaged pupils is well below average. The proportion of pupils with SEND is well above average. Most pupils are of White British heritage and few speak English as an additional language. The school’s last section 48 inspection of its religious character took place in the summer of 2018. The headteacher joined the school in September 2017. All of the school’s middle leaders and one of the senior leaders took up their posts after this date.

Summary of key findings for parents and pupils

This is a good school The headteacher, ably supported by senior leaders, provides clear, principled strategic leadership. Senior leaders know the school very well. They are unwavering in their commitment to provide pupils with the best possible education. Governors provide excellent support and robust challenge to leaders. Middle leaders are involved in improving their areas. However, they currently rely on guidance and direction from senior leaders, rather than being autonomous leaders of their subjects. The school’s ethos and curriculum make an outstanding contribution to pupils’ spiritual, moral, social and cultural (SMSC) development. In their time at the school, pupils become thoughtful, mature and articulate young people. Teaching is effective throughout the school and much of it is strong. However, occasionally, the activities that teachers plan are not as well matched to pupils’ abilities as they could be. Teachers have good subject knowledge that they use well to explain ideas and concepts. They mostly use questioning effectively to deepen pupils’ understanding of their work. However, on occasions, practice is less strong and pupils’ responses are not as full and detailed as they could be. Relationships are excellent across the school. Pupils trust staff and each other. Consequently, pupils are happy to try demanding work and discuss complex issues, secure in the knowledge that they have their teachers’ and their classmates’ support. Pupils make good progress in all years. Their attainment at the end of Years 2 and 6 is consistently above the national average. They make particularly good progress in mathematics because of strong teaching throughout the school. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) make good progress. Staff provide excellent care and effective support that ensures that these pupils do not fall behind. Pupils’ conduct and attitudes to learning are exemplary. They are polite and unfailingly well mannered. In lessons, they are enthusiastic learners, always keen to do their best. The early years provides children with a good start to school and prepares them well for Year 1. However, it does not currently have permanent leadership and provision is not always as well targeted at the needs of groups of children as it could be.