|Name||St Edmund’s Catholic Primary School|
|Ofsted Inspection Rating||Good|
|Address||Hertford Road, Edmonton, N9 7HJ|
|Religious Character||Roman Catholic|
|Number of Pupils||424 (46.5% boys 53.5% girls)|
|Number of Pupils per Teacher||21.6|
|Percentage Free School Meals||22.0%|
|Percentage English is Not First Language||67.6%|
|Pupils with SEN Support||15.6%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (22 June 2017)
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.
Information about this school
The school meets requirements on the publication of specified information on its website. The school is part of the Edmonton Community Partnership, which includes a number of local schools. The proportion of pupils who speak English as an additional language is higher than that seen nationally. The proportion of pupils who are eligible for the pupil premium funding is higher than the national average. The proportion of pupils who have special educational needs and/or disabilities is lower than national figures. The school meets the government’s floor standard (the minimum expected of pupil attainment and progress).
Summary of key findings for parents and pupils
This is a good school The headteacher and senior leaders, including governors, have created a clear vision for raising pupils’ achievement. This is shared by all staff. Governors have a good understanding of the school’s performance. They have an accurate understanding of the areas for school improvement. Overall, teaching is good. Teachers provide useful guidance that provides additional challenges, particularly for lower- and middle-ability pupils. Pupils who have special educational needs and/ or disabilities progress well. Staff’s support ensures that these pupils produce good-quality work. The school’s curriculum successfully meets the needs of pupils. A range of interesting activities enriches pupils’ learning and provides them with high-quality experiences. Disadvantaged pupils make good progress because of effective support and good teaching. In 2016, standards in reading and mathematics were broadly in line with national averages by the end of key stage 2. In writing, the proportion of pupils reaching age-related expectations was above the national average. Attendance has been above the national average for a number of years. Pupils like coming to school. They are polite to each other and adults. The arrangements for safeguarding are effective and well managed. Pupils feel safe and demonstrate confidence in assessing risks to themselves when using online devices. Provision in the early years is good. The lead teacher provides effective support for less experienced staff. Parents are pleased with the standard of education their children receive. Senior leaders accurately identified that although most-able pupils, including most-able disadvantaged, make good progress, they are capable of even more, particularly in writing. Assessment information provides leaders with some useful evidence about pupils’ progress. However, this could be used more precisely to identify when the progress of groups of pupils in key stage 2 is not as secure as it could be, particularly for the most able.