St Augustine’s Catholic Primary School

About St Augustine’s Catholic Primary School Browse Features

St Augustine’s Catholic Primary School


Name St Augustine’s Catholic Primary School
Website http://www.staugustinesprimary.net/
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 Heathcote Street, Radford, Coventry, CV6 3BL
Phone Number 02476596988
Type Academy
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 422 (47.9% boys 52.1% girls)
Number of Pupils per Teacher 21.0
Academy Sponsor Holy Cross Catholic Multi Academy Company
Local Authority Coventry
Percentage Free School Meals 14.7%
Percentage English is Not First Language 38.5%
Persisitent Absence 11.3%
Pupils with SEN Support 20.3%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (29 June 2016)
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

St Augustine’s Catholic Primary School is larger in size than most primary schools. The current headteacher was appointed just before the last inspection. Since then, the school has appointed a new deputy headteacher and assistant headteacher, together with six new teachers. The proportion of disadvantaged pupils supported by the pupil premium (additional government funding for pupils known to be eligible for free school meals and children who are looked after by the local authority) is higher than the national average. The proportion of pupils whose first language is not believed to be English is almost twice as large as the national average, and this continues to increase. Currently, many pupils who join the school after Reception are non-English speakers. The proportion of pupils who have special educational needs and/or disabilities is higher than most other schools. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. 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 Since the last inspection, the newly appointed headteacher has accurately identified areas for school improvement. Strong leadership is ensuring that the school continues to improve. Effective new leadership appointments have created a team of senior leaders which has worked successfully to improve the quality of teaching. Standards across the whole school are rising, and pupils make good progress. In 2015, the proportion of Year 6 pupils who made expected progress in reading and writing, and better than expected progress in mathematics, was better than that made by other pupils nationally. Teaching is effective. Teachers’ subject knowledge is improving and they use assessment information effectively to plan work which moves pupils on quickly to the next stage of their learning. Pupils’ behaviour in lessons and around the school is good. A positive ethos and strong curriculum provide a stimulating and supportive environment which fosters good attitudes towards learning. Governors have worked closely with the local authority and have a clear understanding of the school’s strengths and areas for development. They visit the school regularly and hold the headteacher to account for the progress that pupils make. Children in the early years get off to a good start. They make rapid progress from their typically lower than expected starting points. Safeguarding training takes places annually. The school’s arrangements for keeping pupils safe in school are effective. It is not yet an outstanding school because : Changes to the way in which pupils practise their developing writing skills in curriculum areas other than English are impacting positively on pupils’ progress. However, the consistency of this practice is variable between year groups, thus reducing opportunities for accelerated progress. Training for teachers in the new approach to the teaching of mathematics is being introduced gradually. As a result, the rapid acceleration in pupils’ progress in mathematics seen in some classes is not yet evident in all year groups.