Holy Cross Catholic Primary School

About Holy Cross Catholic Primary School Browse Features

Holy Cross Catholic Primary School

Name Holy Cross Catholic Primary School
Website https://www.holycrossprimary.com
Ofsted Inspections
Address Daiglen Drive, South Ockendon, RM15 5RP
Phone Number 01708853000
Type Academy
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 232 (54.3% boys 45.7% girls)
Number of Pupils per Teacher 23.1
Academy Sponsor Christus Catholic Trust
Local Authority Thurrock
Percentage Free School Meals 12.7%
Percentage English is Not First Language 27.2%
Persistent Absence 4.1%
Pupils with SEN Support 6.9%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

Holy Cross Catholic Primary School is a larger than the average primary school with some year groups that are one and a half form entry.

The proportion of pupils who have special educational needs or disability is lower than the national figure. The percentage of pupils who require statements of special educational needs or education, health and care plans is higher than the national figure. The proportion of pupils known to be eligible for pupil premium funding is average.

This is additional government funding to support pupils who are known to be eligible for free school meals or children who are looked after by the local authority. A higher than average proportion of pupils leave or join the school at other than the usual times. The proportion of pupils who come from minority ethnic groups and whose first language is not English is much higher than the national figure and is rising.

Children in the Nursery class attend part time in the mornings. Children in Reception Year attend full time. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics.

The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is a good school School leaders have improved teaching and pupils’ outcomes since the last inspection, so they are now good, particularly in reading and writing. Pupils leave the school well prepared for the next stage of their education.

Governance is a strength. It ensures that the quality of education continues to improve and meets the needs of the community. Attendance is excellent; pupils rarely miss a day of their education.

Parents are highly supportive and ensure their children attend school and are on time. Pupils are unfailingly polite, courteous and friendly with each other and adults. This is a very harmonious school; everyone wants to learn and achieve their best.

Good teaching ensures that pupils consistently present their work to a very high standard. Pupils who have special educational needs or disability are provided for well. Adults carefully monitor their progress.

They achieve well academically and personally. Disadvantaged pupils achieve as well as other pupils nationally in reading and writing. Leaders use additional funds to good effect.

Children start well in the early years. They enjoy a wide range of learning activities in stimulating environments. Consequently, they make good progress and acquire good learning habits.

Safeguarding procedures and processes are effective and kept in meticulous order. It is not yet an outstanding school because : Although pupils achieve well in mathematics overall, the progress of pupils slows in lower key stage 2. Opportunities for pupils to apply their understanding of mathematical concepts are sometimes overlooked.

Teachers’ explanations are sometimes unclear. The most-able pupils are not provided with sufficient opportunities for them to excel. The best teaching practice is not fully shared and replicated across the school.

Some inconsistencies in teaching remain as a result. Leaders’ checks on the quality of teaching and learning in subjects such as science, history and geography lack the rigour evident in other subjects. Leaders do not review the impact of school improvement actions with enough precision.