Ss Mary & John Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

There is a warm, calm and welcoming atmosphere at St Mary and St John School. Pupils said, 'Our school is a sanctuary.' This is a very distinctive feature of its inclusive and community-minded spirit.

Pupils live the school's ethos of 'Working together with God to achieve a better future for everyone'. They are proud of the contributions they make to school life, for example as sports councillors and 'mini-Vinnies', who organise events for people from the local community.

Teachers prioritise pupils' personal and academic development.

They have high expectations of pupils, including those with special educational needs and/or disabilities (SEND). Pupils know w...hat is expected of them. They become confident, resilient learners.

Pupils said, 'Our teachers teach us well, they know our limits, but they push us.'

Pupils behave well and demonstrate positive attitudes. They are polite and courteous and show respect towards one another and visitors.

Bullying is not tolerated and staff quickly sort out any problems. Pupils have a healthy understanding of diversity and equality.

Pupils value the wide range of opportunities they have to develop their interests through extra-curricular activities such as gardening, guitar and sport.

They talk excitedly about school trips that enhance the curriculum.

Parents and carers are positive about the school. They feel welcomed by staff and appreciate the support that their children receive.

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

Reading is a key priority in the school. Leaders focus on ensuring that all pupils learn to become fluent and enthusiastic readers. They have established a consistent approach to the teaching of phonics and early reading.

Children in the early years learn phonics as soon as they start school. Pupils read books specifically chosen to support them to practise the sounds that they have learned. They use their phonics knowledge to read words and texts fluently.

Teachers regularly check how well pupils learn new sounds. If pupils fall behind, they provide them with extra phonics sessions. Pupils enjoy reading and being read to.

Leaders have put a broad, ambitious and well-considered curriculum in place. It is designed to support all pupils to achieve well. The curriculum is generally well sequenced and detailed.

However, in a few subjects, leaders have not provided teachers with sufficient detail as to what pupils should learn. This means that, in these subjects, pupils do not achieve as well as they might.

Leaders have a detailed understanding of how the curriculum is being taught in most subjects.

However, in a small number of subjects, subject leaders are not so well informed about the quality of pupils' learning. This means they are not sure what is working well and where further adjustments may be needed.

Pupils with SEND flourish.

Leaders are quick to identify pupils' needs and set them ambitious, achievable targets. Teachers carefully adapt the support they offer each pupil in lessons. This helps pupils with SEND to get the best out of their learning experiences.

Teachers use assessment well to address any misunderstandings or gaps in pupils' knowledge.

Leaders and teachers have high expectations of pupils' behaviour. Behaviour in lessons is focused on learning.

Low-level disruption is unusual, and pupils typically settle quickly. All pupils know what it means to 'Be ready, be respectful, be kind'. Pupils follow these simple school rules and know why they are important.

Teachers make sure that pupils' efforts and achievements are regularly praised and rewarded. As a result, pupils are eager to learn and the atmosphere around the school is pleasant and orderly. Pupils are polite and work cooperatively with one another.

In the early years, children respond well to the established routines and structures.

Leaders' actions to promote school attendance have been successful for most pupils. However, some pupils still do not attend school regularly enough.

This means that they miss important learning. Leaders work closely with families to ensure they understand the importance of pupils attending school regularly. However, there is still work to do to ensure that some pupils attend more often.

Leaders support pupils' personal development well. They provide a wealth of carefully considered opportunities that help pupils to flourish. Pupils talk confidently about fundamental British values, such as respect and democracy.

They understand that people are different and why respect and tolerance are important. This supports pupils to be well prepared for life in modern Britain. They know how to eat healthily and keep fit.

Governors and trustees know the school well. They provide effective support and challenge to leaders. Staff are proud to work at the school.

Leaders take the workload of staff, and their well-being, into account when making decisions.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure there is a positive culture of safeguarding across the school.

They ensure that all staff receive regular safeguarding training and updates. Staff know how to identify any signs of concern and how to report them quickly. When concerns arise, leaders act promptly.

They work closely with other agencies to ensure that vulnerable children and families can access the support they need.All the necessary checks are carried out before staff are appointed to work at the school.

Pupils learn how to keep themselves and others safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject leaders do not have a clear picture of the strengths and development areas in their subjects. This means leaders are not sure what is working well, and where further improvements may be necessary. Leaders should ensure that subject leaders are better informed about how well the curriculum is being implemented and its impact on outcomes for pupils.

• In a small number of subjects, teachers are not clear enough about the important knowledge that pupils should learn. As a result, pupils do not build up their knowledge as well as they might. Leaders should ensure that the important knowledge that pupils should learn is identified clearly in all subjects.

• Some pupils do not attend school regularly. They miss important learning and school experiences. Leaders should continue to develop effective strategies to improve pupils' attendance.

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