St Edward’s Catholic Primary School

About St Edward’s Catholic Primary School Browse Features

St Edward’s Catholic Primary School


Name St Edward’s Catholic Primary School
Website http://www.stedward.bham.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 02 March 2017
Address Greenland Road, Selly Park, Birmingham, B29 7PN
Phone Number 01214641730
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 401 (54.1% boys 45.9% girls)
Number of Pupils per Teacher 22.9
Local Authority Birmingham
Percentage Free School Meals 21.2%
Percentage English is Not First Language 26.1%
Persisitent Absence 10.2%
Pupils with SEN Support 7.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Full Inspection

Information about this school

The school meets requirements on the publication of specified information on its website. St Edward’s is larger than the average primary school. The school runs a breakfast and after-school club. A new headteacher took up post in September 2015 and a new assistant headteacher joined the school in September 2016. The proportion of pupils known to be eligible for free school meals is broadly in line with national figures. The proportion of pupils from ethnic minority groups is twice the national average. Approximately a third of pupils speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities without a statement of support is above average. The proportion of pupils with an education, health and care plan or statement of special educational needs is average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school Leaders and governors are passionate and committed people. They have fostered a strong sense of pride and ambition in the school workforce. They have secured rapid improvements in several key areas. The quality of teaching in key stages 1 and 2 is a strength of the school. Relationships between pupils and staff are very strong. Information about the individual needs of pupils is used well to inform planning and lessons. High standards have been maintained across the school. In most subjects, pupils’ attainment is above that found nationally. However, there is scope to further develop the level of challenge offered to pupils, especially the most able. Although leaders and governors have accurately identified the school’s strengths and areas for development, some aspects of self-evaluation and school development lack clarity. Though priorities are clearly identified, there is less effective scrutiny of some aspects of the school’s work, including in the early years. Middle leaders have devised effective action plans to develop the subjects that they lead. They are keen to develop the wider curriculum but, given how new they are to post, require further development and support to help them fully evaluate the impact of their work. Assessment systems have developed considerably and provide valuable information about pupils’ individual performance. However, there is less account taken of the progress made by some groups of pupils. As a result, governors are not able to fully interrogate standards across the school. Aspects of the wider curriculum and the development of pupils’ spiritual, moral, social and cultural development have many strengths. However, further emphasis on subjects such as history, geography and science is required to accelerate the progress that some pupils are currently making. Behaviour is good and pupils report that they are happy at school. Their conduct in lessons and around school is very good. Parents that responded to Ofsted’s online questionnaire have mixed views about the school. Many are keen to celebrate how much their children love learning but some raised concerns. Leaders and governors are committed to listening to feedback and acting on it. The early years foundation stage is undergoing a process of redevelopment and change. Though improvements are already being secured, the leadership and teaching within this phase are not yet good.

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