St Benedict’s Catholic Primary School

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About St Benedict’s Catholic Primary School

Name St Benedict’s Catholic Primary School
Ofsted Inspections
Headteacher Mr John Woolley
Address Station Fields, Garforth, Leeds, LS25 1PS
Phone Number 01132869819
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 221
Local Authority Leeds
Highlights from Latest Inspection

What is it like to attend this school?

The three key virtues of faithfulness, courage and respect underpin everything that happens in this school. The atmosphere is warm and welcoming. Leaders have developed an inclusive curriculum that meets the needs of all pupils.

As a result, pupils feel happy and safe and enjoy coming to school. Feedback from parent surveys indicates that there is a strong sense of community within the school and inspectors agree.

Staff have high expectations of pupils, both in terms of their academic performance and their behaviour.

Pupils behave exceptionally well at all times of the school day. They show high levels of respect for each other. Bullying is not a problem in t...he school.

Pupils are confident that when issues arise, adults deal with them quickly.

There is a wealth of opportunities on offer to pupils to promote their wider development. The extensive range of after-school clubs are very well attended.

Pupils say they thoroughly enjoy these. Pupils can take part in community and charity work, such as delivering the harvest donations to a local charity or cooking food for refugee families. Partnerships with businesses enable pupils to explore possible future career paths.

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

Leaders have developed an ambitious curriculum for most subjects. Some subjects, such as design and technology and art and design, are still being developed. The use of well-chosen trips and visitors enhances pupils' learning.

In English and mathematics, clear systems are in place to check what pupils know and to address any gaps in learning. These systems are not as well embedded in the foundation subjects.

The curriculum in the early years is built around the context of the school and children's interests.

Leaders have identified goals that children need to achieve at the end of each term. Positive relationships exist between staff and children. The interactions that happen between adults and children extend pupils' learning.

On occasion, these interactions do not extend children's vocabulary in the way the curriculum intends. Physical development is a focus in the setting. Pupils have a range of opportunities to develop their fine and gross motor skills, for example through cutting activities and riding wheeled toys.

Adults encourage pupils to be kind to one another, take turns and share.

Over recent years, much has been done to improve the teaching of early reading and phonics. All staff deliver the phonics programme effectively because they are all trained to the same standard.

Pupils' reading books match the sounds they know. Any pupils who do not keep up with the pace of the programme have personalised interventions. These help them to catch up with their peers.

In the early years, children in the Nursery Year benefit from listening to stories and songs to help them develop their phonological awareness. This prepares them well for moving on to more formal phonics teaching in the Reception Year. Pupils say they enjoy reading.

They can talk about the books they have chosen and why. Staff value parents' engagement with reading and how they support pupils at home.

The provision for pupils with special educational needs and/or disabilities (SEND) is a strength of this school.

The special educational needs and disabilities coordinator (SENDCo) is very knowledgeable and has built positive relationships with families. Leaders make effective use of external agencies for support where necessary, for example speech and language services. Pupils with SEND in the early years are spotted quickly and appropriate support put in place.

Wherever possible, pupils with SEND access the curriculum alongside their peers. They are also able to access the extra-curricular offer, including the many sports clubs that are available. Pupils with SEND say they feel that they are supported well with their learning, and inspectors agree.

Leaders think carefully about pupils' personal development. Sport is a huge part of school life. Pupils speak positively about the range of sporting activities available and the fact that they can take part in competitions.

The school council, reading ambassadors and science ambassadors all offer pupils a chance to take on some responsibility. Pupils have a strong understanding of tolerance and know that they should treat everyone equally. They talk about being resilient and persevering if they find something difficult.


The arrangements for safeguarding are effective.

Leaders ensure that safeguarding policies and procedures are fit for purpose and match the context of the school. Staff and governors have received appropriate training.

They are aware of the correct procedures to follow if they have any concerns relating to safeguarding. Records show that leaders take appropriate courses of action when following up concerns. This includes making use of external agencies where necessary.

Processes are in place to ensure the right staff are recruited to the school.

Pupils say they feel safe in school and know who they can talk to if they have any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is a lack of consistency in the way that foundation subjects are assessed.

While teachers do check what pupils know, it is not always clear how this information is used to inform teaching. This means that some gaps in pupils' knowledge may not be addressed. Leaders should ensure that the ways that teachers check pupils' knowledge in the foundation subjects are understood and are used consistently, as they are in English and mathematics.

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