St George’s Catholic Primary School

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About St George’s Catholic Primary School

Name St George’s Catholic Primary School
Ofsted Inspections
Headteacher Mrs Annabelle Delgado
Address Eagle Way, Shoeburyness, Southend-on-Sea, SS3 9RN
Phone Number 01702293522
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 207
Local Authority Southend-on-Sea
Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly school where pupils flourish and achieve well.

They come happily through the gates every day and feel safe in the nurturing environment staff have created.

Pupils behave exceptionally well. They have beautiful manners and treat each other kindly.

Pupils have thoroughly understood the school's message of 'we give respect, and we get respect'. This, along with the strong Catholic ethos, results in a calm, caring school where pupils rise to the adults' high expectations.

Unkindness is extremely rare.

Pupils are adamant that bullying does not happen. They say if it did, the adults would sort it out straight away. Similarly, le...ssons are rarely disrupted by poor behaviour.

If this arises, it is dealt with swiftly.

The school's cultural capital programme enables all pupils to take part in carefully considered enrichment experiences. These range from spending an afternoon paddling and building sandcastles on the beach in Year 1, to learning to play the clarinet in Year 6.

With each step they take at St George's, pupils are prepared for the next stage in their education. A careers programme, introduced as early as Year 1, ensures that they are also well set up for their future lives.

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

Leaders have designed an ambitious curriculum.

They have thought carefully about what is taught and the order in which it should be taught. The curriculum enables pupils to make links across subjects, as well as connections with their local area. For example, Year 4 pupils' learning in history comes to life thanks to a visit to the nearby Anglo-Saxon burial site.

The curriculum begins in early years, where children learn the skills and knowledge they need to be successful as they move through the school. There is a sharp focus on learning vocabulary. Highly skilled early years staff take every opportunity to develop children's communication skills so they may access the curriculum.

In one or two subjects, new plans have been introduced. Leaders are still assessing the impact of these, and more time is needed before leaders can fully realise their effect on pupils' achievement.

Teachers know the subjects they teach well.

They explain new concepts clearly. Pupils say they appreciate the opportunities they get to practise and apply their learning. These help them to remember it.

Pupils learn the vocabulary associated with each subject and use it comfortably. For example, following a Year 5 art lesson on using different sketching techniques, pupils explained the effects created by stippling, scumbling and cross-hatching.

Teachers use skilful questioning to check pupils' progress.

They give pupils feedback in the moment, to correct errors and address misconceptions. Any pupils who are struggling are quickly spotted and get the help they need.

Pupils with special educational needs and/or disabilities are well supported.

Leaders identify their needs quickly and provide appropriate support for them. This involves external professionals when needed. These pupils usually access the same curriculum as their peers, sometimes with adapted activities that enable them to achieve well.

Reading is at the heart of the curriculum. Pupils read widely and choose books from their well-stocked class libraries. They talk enthusiastically about their favourite authors and genres.

A newly introduced phonics programme is having a positive impact on pupils' learning in early years and key stage 1. Pupils learn letters and the sounds letters make as soon as they start school. This enables them to quickly become fluent readers.

Older pupils who are still in the early stages of learning to read get extra help. Daily reading sessions target the gaps in their phonic knowledge. However, the new phonics scheme is not used to support these pupils, and the books they read are not always matched to their needs.

This means they do not progress as rapidly as they might.

Pupils throughout the school take great pride in their achievements. This includes those in early years.

Pupils are highly motivated by the school's system of rewards, for example artist of the month or star of the day. Older pupils make a significant contribution to the life of the school. They relish the jobs they do, such as being buddies, litter pickers or house captains.

The culture of respect in the school is so strong that pupils' understanding of equality, diversity and tolerance of others' beliefs comes naturally to them.

Staff are proud to work at the school. They feel valued and well supported by leaders, and all are united in their determination to give pupils the best possible experience.

Dedicated governors and trustees support senior leaders' vision and drive for continuous improvement.


The arrangements for safeguarding are effective.

Leaders have created a culture of vigilance around keeping pupils safe at school.

All staff know the pupils well and are alert to any signs they might be at risk of harm. Staff report their concerns quickly and are confident that leaders will act upon them. Leaders responsible for safeguarding liaise with external agencies where appropriate.

They are quick to put support in place for any pupils or families in need.

Pupils learn how to keep themselves safe. They look out for each other and speak to the adults who work with them if they have any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The phonics programme is not used in key stage 2 to support pupils who still need to learn phonics. Older pupils who are still in the early stages of learning to read are not progressing as rapidly as they could. Leaders should prioritise training of key stage 2 staff in use of the new programme and its resources, so that these pupils get the best possible support to become fluent readers.

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