St Cuthbert’s Catholic Community School

About St Cuthbert’s Catholic Community School Browse Features

St Cuthbert’s Catholic Community School

Name St Cuthbert’s Catholic Community School
Ofsted Inspection Rating Good
Address Victoria Road, Botcherby, Carlisle, CA1 2UE
Phone Number 01228818201
Type Primary
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 117 (54.7% boys 45.3% girls)
Number of Pupils per Teacher 14.2
Local Authority Cumbria
Percentage Free School Meals 33.3%
Percentage English is Not First Language 34.3%
Persistent Absence 10.8%
Pupils with SEN Support 32.3%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (21 November 2017)
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Information about this school

This school is smaller than the average-sized primary school. Most pupils are of White British heritage. However, over a quarter are of other White backgrounds. Most of these pupils are from Polish families. The proportion of disadvantaged pupils is well above average. There is a high level of deprivation in the school’s community. The proportion of pupils who have SEN and/or disabilities is above average. There have been a number of significant changes to the school since the previous inspection. These include: changes to governance as the school has joined with St Margaret Mary Catholic Primary School to form the St Ninian’s federation; many appointments of new members of staff, including an executive headteacher and a new deputy headteacher; and the transfer of on-site Nursery provision from the school to a private provider. The Nursery provision is now inspected separately by Ofsted. The small number of pupils in Year 6 in 2016 means that the school is exempt from meeting the government’s current floor standard for pupils’ achievement in reading, writing and mathematics. 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 Pupils, parents, staff and external partners of the school identify significant and very positive changes to the school over the last year. These changes are already firmly built into the way the school works. The change of governance as the school joined the St Ninian’s Federation has been very successful. Governors are dedicated, well informed and challenging to school leaders. The executive headteacher and deputy headteacher provide clear and determined leadership. They value staff and the contribution they make. The school is organised effectively. Subject leadership in the school is at an early stage of development. Staff morale is very high. Staff work hard. There is strong culture of safeguarding in the school. Staff take rapid action to help pupils if there are any concerns about their welfare. Pupils enjoy school. They say that they are happy and safe. This reflects the value staff place on pupils and their success. Pupils behave well and have good manners. There are consistent approaches to teaching. These have been developed through training and mutual support. Phonics teaching is effective. Pupils use their phonics skills well to help their reading. Pupils learn well and make good progress across the school, including in the early years. Pupils’ attainment increased markedly over the last school year. However, it remains below the national average and even faster progress is needed for more pupils to reach greater depth in national curriculum assessments. Parents are happy with the education provided. Leaders seek ways to help parents to be involved in school life. There are effective arrangements to support communication with Polish-speaking parents. Attendance has risen and is around the national average. Leaders encourage and celebrate good attendance with pupils and take swift action if pupils’ absences are unexplained. Children make a good start in the early years. They play together happily and behave well. The early years leader is enthusiastic and effective. However, the available outdoor space is small and makes learning there harder. Leaders ensure that the curriculum has a good balance between English and mathematics, and other subjects. Extra activities, including the breakfast club and after-school clubs, broaden pupils’ experience.