St Christopher’s Catholic Primary School

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About St Christopher’s Catholic Primary School

Name St Christopher’s Catholic Primary School
Ofsted Inspections
Headteacher Mrs Maria Waters
Address Warwick Road, Romiley, Stockport, SK6 3AX
Phone Number 01614304473
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 208
Local Authority Stockport
Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly and supportive school. Pupils understand the importance of respect for all.

They take pride in being kind and caring for each other. They learn about this through their school values. Pupils told inspectors that everyone is welcome in their school family.

This makes them feel happy.

The school is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Staff have high expectations for pupils' academic and wider development.

In the main, pupils achieve well.

Pupils behave well because they understand what the school expects from them. They cooperate well with each other in lessons... and at breaktimes.

A small number of parents raised concerns about behaviour and bullying. Bullying is dealt with appropriately. Any occasional arguments between pupils are sorted out quickly by staff.

Staff respond sensitively to any worries that pupils may have.

Pupils are proud to make a positive difference to their local community, for example by visiting a local care home and raising funds for charities. Members of the school eco-committee encourage pupils to care for the school grounds and the wider world through litter picks and recycling initiatives.

Older pupils contribute to school life by taking on additional leadership responsibilities.

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

The school's curriculum is designed to be broad and ambitious for all pupils. There are effective systems in place to ensure that the school quickly identifies pupils who may have additional needs.

Most pupils with SEND access the same curriculum as their peers. Where required, leaders use individual learning plans to help make sure that teaching is well matched to pupils' needs. Pupils with SEND are well supported.

The school provides opportunities for parents and carers to access guidance and information about how to support pupils' learning at home. This includes workshops and information sessions about phonics and reading.

The teaching of reading has been prioritised across the school.

Staff have had training to ensure that they have the knowledge that they need to teach reading confidently. There is a well-ordered phonics programme in place from the beginning of the Reception Year. This means that pupils learn sounds in a logical order.

They read books that contain the sounds that they know. The school has effective support in place for pupils who find reading difficult. This helps most pupils to read with confidence and fluency.

The school has identified the knowledge pupils should learn and the order in which this should be taught in most subjects. Where the most important knowledge and vocabulary that pupils should learn and revisit are made clear, staff are able to ensure that pupils are supported to make connections in their learning. This enables pupils to build a deep understanding of these subjects and achieve well.

However, in a small number of subjects, the school is not sufficiently clear about the most important knowledge and vocabulary that pupils should learn and revisit. This hinders how well pupils deepen their understanding of important concepts over time.

Appropriate activities are usually used to help pupils to learn the curriculum content well.

Occasionally, the activities selected do not provide sufficient opportunities for pupils to understand new ideas and concepts. This means that some pupils do not learn all that they could.

Routines for learning and behaviour are established in the early years.

These continue throughout the school. In most lessons, pupils listen carefully to their teachers and focus on their work. There are times when a small number of pupils get distracted from their learning.

However, teachers deal with these occasions well, and pupils quickly get back on track. Pupils who struggle to manage their own behaviour receive appropriate support from the school.

Pupils relish opportunities to contribute to decision-making in the school.

For example, a group of pupils have recently worked to design a new trim trail area for the school grounds. These experiences help pupils to build confidence and independence. Pupils have access to a range of physical and sporting activities throughout the school day, including after school.

They are taught about online safety and about healthy relationships.

Governors know the school well; they have clear oversight of the school's strengths and current areas of development. They are proactive in engaging with staff and are mindful of staff's well-being.

The school considers any possible impact on staff's workload when making decisions about curriculum changes or policies. Staff appreciate this support and feel valued.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the school has not clearly identified the most important subject-specific knowledge and vocabulary that pupils need to learn and revisit. This prevents some pupils from making connections and deepening their understanding. The school should ensure that it is clear about the most important knowledge and vocabulary pupils need to learn and revisit in these subjects.

• Occasionally, the activities selected to teach new learning do not support pupils to learn new ideas and concepts. This hinders how well some pupils learn. The school should ensure that staff are further supported to design learning that supports pupils to understand and learn new knowledge and information effectively.

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