St Bede’s Catholic Primary School

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About St Bede’s Catholic Primary School

Name St Bede’s Catholic Primary School
Ofsted Inspections
Executive Headteacher Ms Lucy Smith
Address Redcar Road, Marske-by-Sea, Redcar, TS11 6AE
Phone Number 01642485217
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 189
Local Authority Redcar and Cleveland
Highlights from Latest Inspection

What is it like to attend this school?

St Bede's Catholic Primary School is a caring and safe place for pupils to learn.

Leaders support pupils to fulfil their potential. Staff help pupils to follow the school 'golden rules' of 'listen with respect, act with kindness, speak with love, work together and always do our best'. Pupils are respectful and kind to each other in the playground.

They listen to each other in lessons. Adults model and show children in Nursery Year how to take turns and be kind to each other. Pupils are proud of their achievements as well as their friends.

The new leadership team has improved the behaviour in classrooms and in the playground. Leaders have worked with pupils to... make playtimes active and enjoyable. Pupil playground leaders ensure that team games are well refereed.

They create new and exciting games to include all pupils in playtime activities. Pupils have helped to plan 'playground zones' to guarantee that there is enough space to play safely.

Incidents of bullying are rare.

Pupils know that if they have any worries, they can talk to a trusted adult. Staff deal with concerns quickly. They keep parents informed about the welfare and achievements of pupils.

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

Leaders have created a curriculum that is well sequenced and builds knowledge over time. This helps pupils to be ready for the next stage of education. Some schemes, such as history, were only introduced in September.

Leaders have also introduced a new framework for teaching and learning to ensure a more consistent approach to classroom practice. As a result, standards have improved. Pupils are engaged in their lessons.

They follow instructions quickly and respond well to teachers' questions. In a few lessons, opportunities are missed to deepen subject knowledge. Teachers are sometimes cautious when teaching the more demanding aspects due to the newness of the programme.

Staff manage pupils' behaviour consistently well. Teachers set clear expectations and pupils consistently rise to that challenge. Pupils value coming to school.

Leaders have created a culture that has improved attendance. They have supported pupils returning to school after the restrictions of the COVID-19 pandemic.

Children flourish in early years.

The environment is well organised. Children move easily from play-based activities to more formal learning. They develop a strong sense of self and each other.

In Nursery Year, children use songs and rhymes to develop their speaking and listening skills. Phonics is taught from Reception Year in a well-sequenced and structured way. Teachers use assessment in phonics to quickly identify any pupils who fall behind.

Those who need help are supported by well-trained adults so that they keep up. Pupils read widely and are delighted to talk about their books. There are opportunities in every classroom to choose from a wide range of books.

The library is well used by pupils. They know which sections they can choose books from and that there is no limit on how many times they can replace their book.

Pupils with special educational needs and/or disabilities are carefully identified by the school.

Plans are clear and regularly reviewed to ensure that pupils' needs are well met. The plans help staff to provide individual support in lessons and at breaktimes. Support is subtle and timely.

For example, areas are set up around the school to help pupils calm down. This helps pupils to access the support they need and effortlessly return to learning when they are ready.

The new leadership team has revitalised the personal development programme.

Assemblies are interleaved with the personal, social and health education curriculum. Leaders are aware of the historical gaps, such as enabling the privacy controls on gaming sites, and are addressing these through the new curriculum.

Enrichment activities are restarting after the local restrictions due to the COVID-19 pandemic.

Pupils enjoy attending the extra-curricular sports activities such as dance and multi-skills. There are many opportunities to help pupils develop their self-confidence. The school council was voted in this year, with each delegate having to make a speech to their classmates to gain their vote.

The school ambassadors look after the well-being of the pupils in their house. They encourage kindness and tolerance of those who are different. Pupils are proud of the responsibility they have for their class or house.

The diocese, the trust and the local governing body have robust reporting systems. This makes sure that the leaders are challenged and held to account for the quality of education. The trust has provided professional development programmes to support teachers and leaders in the school.

Time is set aside to complete this training. This has helped to ensure that the well-being of staff is prioritised.


The arrangements for safeguarding are effective.

Trustees and leaders ensure that there is a safeguarding culture in the school. They have good oversight of systems and policies to ensure that pupils are safe. Leaders make the appropriate pre-employment checks when recruiting new staff.

Leaders prioritise safeguarding training. As a result, staff recognise when a pupil may need help. Adults report concerns quickly and accurately.

Leaders work well with local agencies to provide support to families and to keep pupils safe. Leaders will push for further action when it is needed.

Pupils learn how to keep themselves safe in and outside school.

They understand to ask adults for help if they are worried.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few lessons, teachers are not nimble in responding to pupils' needs, and sometimes opportunities to deepen pupils' understanding are being missed. Leaders should ensure that training is in place to develop teachers' skills in the classroom to meet the demand of the new teaching and learning framework, and to help teachers to link their subject knowledge to that framework.

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