Holy Family Catholic Primary School

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About Holy Family Catholic Primary School

Name Holy Family Catholic Primary School
Ofsted Inspections
Headteacher Mrs Grainne Griffiths
Address Holy Family Catholic Primary, Coventry, CV6 2GU
Phone Number 02476333631
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 445
Local Authority Coventry
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this friendly and welcoming school. From the early years, children learn to play and work well together.

Pupils feel happy and safe knowing that other pupils are kind and caring. Older pupils help younger pupils to develop friendships at play times. Pupils understand that bullying is wrong.

If it happens, it is dealt with swiftly. Pupils are passionate about their relationships and feel like they are part of a family at this school.

Pupils take pride in their work.

They know that teachers want them to achieve well. Pupils settle quickly to the tasks given to them. They are confident to ask questions and make suggestions in clas...s.

In most subjects, pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

There are many clubs and exceptional enrichment opportunities for pupils to develop their talents and interests. For example, the choir sings in a variety of local events.

Pupils enjoy a wide variety of trips and have recently won a local peace award.

Leaders expect pupils to try hard and do the best they can. Pupils respond positively to these expectations because they have developed exemplary attitudes to learning.

What does the school do well and what does it need to do better?

Leaders provide an interesting and engaging curriculum for pupils. They have identified the knowledge and order of skills that pupils will learn in most curriculum subjects. There is further work to do to ensure that teachers know exactly what to teach and when to teach it.

Work has started on this, but it is not fully embedded. In addition, in some subjects, teachers do not always use assessment strategies well to check what pupils know and have remembered.

The reading curriculum sets out clearly what pupils need to know.

Leaders have invested in reading books. This helps to ensure that pupils read books that are closely matched to the sounds they are learning. Leaders teach children to read as soon as they start school.

In Reception, early readers practise their reading every day. This helps children to develop the skills they need to become confident readers.

Additional reading sessions provide further opportunity for pupils who have fallen behind to practise.

Older pupils enjoy the books teachers read to them. Leaders have carefully selected these books to introduce new authors and challenging vocabulary. Most older pupils read widely and with good understanding.

There is a wide range of books from around the world, which supports pupils' cultural understanding. Most pupils become confident, fluent readers at this school.

From the early years, leaders identify all pupils with SEND quickly.

Clear systems are in place to check and review pupils' progress. Leaders involve parents quickly when support is needed. Leaders ensure that everyone identifies pupils' needs and understands how to help.

Teachers and learning support assistants understand how to support pupils with SEND effectively. Teachers use a range of strategies to adapt learning, enabling pupils with SEND to access the same curriculum as their peers.

Pupils are enthusiastic about their learning and are proud of their achievements.

Classrooms are calm environments where pupils can concentrate. Pupils listen carefully and follow teachers' instructions. They respond exceptionally well to staff's high expectations of how they should behave in lessons.

Leaders are highly committed to ensuring that all pupils take part in opportunities to support their personal development. Pupils record their personal, social, health and economic education work in a 'wellbeing journal'. This journal celebrates the uniqueness of each child within the family of the school.

Staff encourage pupils to look after their physical, emotional and mental health. Pupils know that individuality makes them unique. They talk about and accept each other's differences readily.

For example, across a wide range of books, pupils explore the challenges and successes of children with SEND.

Governors are highly committed to all aspects of school life. They are well informed about the work of the school, including its strengths and areas for development.

Governors ask challenging questions to check the effectiveness of school priorities. They hold leaders to account for school improvement. Leaders and governors are mindful of staff workload and work-life balance.

Staff are proud to work at the school.


The arrangements for safeguarding are effective.

Leaders have established an effective safeguarding culture.

Staff receive regular training, which makes them confident to identify and report any concerns. Leaders work effectively with vulnerable families to get them the support they need. They are proactive in engaging external services to keep pupils safe.

Governors regularly check that agreed processes are in place.

Pupils learn about safeguarding risks and how to stay safe, including how to stay safe online. The vast majority of parents who responded to the online questionnaire said that their child feels safe at school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a minority of subjects, the curriculum is not planned and sequenced consistently well. Pupils therefore do not develop their knowledge and skills as well as they could. Leaders should ensure that all curriculum subjects are planned and sequenced consistently well so that pupils know and remember more of the curriculum.

• Some teachers do not use assessment strategies consistently well to check what pupils know and remember. As a result, in some lessons, pupils do not remember the precise knowledge they need for future learning. Leaders should ensure that all teachers use assessment strategies effectively to check pupils' understanding of key knowledge and concepts.

Also at this postcode
Holy Family Larks & Owls Club

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