|Name||St Edmund’s Catholic Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 March 2012|
|Address||Westgate Street, Bury St Edmunds, Suffolk, IP33 1QG|
|Religious Character||Roman Catholic|
|Number of Pupils||393 (52% boys 48% girls)|
|Number of Pupils per Teacher||20.6|
|Percentage Free School Meals||8.4%|
|Percentage English is Not First Language||26.4%|
|Pupils with SEN Support||3.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
St Edmund’s Catholic Primary School is a larger than average-sized primary school. It takes pupils from a wide area. The large majority of pupils are from White British backgrounds. The proportions of pupils known to be eligible for free school meals, and of disabled pupils and those who have special educational needs, including those with a statement of special educational needs, are below the national average. The proportions of pupils speaking English as an additional language and from minority ethnic backgrounds are increasing but are below the national average. The school has achieved the Basic Skills and Sports Mark awards. Following the reorganisation of schools in the western area of Suffolk, the school is in the process of exploring possibilities for reorganisation. Pre-school onsite childcare is not managed by the governing body and was inspected separately.
St Edmund’s Catholic Primary School is a good school. Progress rates are good. Spiritual, moral, social and cultural development and curriculum enrichment are strengths. The headteacher, staff and governing body are ambitious for the school. Teaching is good but the school is not yet outstanding because some satisfactory teaching occurs where lessons are teacher dominated. In these lessons, pupil input is more limited and expectations are lower. Sharing of best practice is at an early stage. All groups of pupils achieve well across all subjects. Children make a good start in the Early Years Foundation Stage. This progress continues through the school. Pupils take an active part in lessons where they are engaged by the resources and approaches used. Strong support processes effectively meet the learning needs of pupils facing challenges of any sort. Behaviour is good. Expectations are clear. Pupils get on well with each other and with adults. Pupils feel safe and parents and carers agree. Teaching is good overall. Teaching meets the needs of all groups of pupils, including the more able, the rising number of those who speak English as an additional language, disabled pupils and those who have special educational needs. The school has focused on improving provision in reading, writing and mathematics for all groups. Books are regularly marked but marking is inconsistent in indicating next steps in learning. The headteacher, senior team, staff and governing body work together to ensure continued improvement. Middle managers have refined roles in leading teaching and managing performance. The strong, varied curriculum engages pupils effectively with learning. Tracking and monitoring procedures are rigorous and effective. The governing body offers good support and challenge and has an accurate picture of the school’s strengths and areas requiring improvement. Communication with parents and carers is good.