St Gerard’s RC Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Under the skilled and experienced leadership of the executive headteacher, ably supported by the head of school, the whole school community has worked cooperatively to provide the best possible opportunities and experiences for all pupils. Leaders' effective evaluation ensures that they know the school inside out.

As a result, school development planning is incisive, detailed and actions are checked regularly to ensure that the impact has been positive. The local governing body provides effective challenge and support for the school. Governors know the strengths and areas to develop very well.

However, having recently joined a new multi-a...cademy trust, they are currently unsure as to their exact roles and responsibilities. Children in the early years make a good start in their learning. The proportion of pupils who reach a good level of development by the time they leave the Reception class is now broadly at the national average.

Pupils' personal development and welfare are good. The respect and care they have for each other is clearly seen in school. Pupils listen to each other attentively, display excellent manners and clearly love being at school.

Their behaviour is very good. The very positive school ethos is underpinned by high levels of respect for people of all faiths and cultures. Pupils have a clear understanding of British values, including tolerance and acceptance of others.

The school does not yet plan opportunities for pupils to learn about people with 'protected characteristics' (as defined in the 2010 Equality Act). Over time, the attainment of pupils in key stages 1 and 2 has been broadly at the national average. Current pupils are making good progress from their individual starting points.

The recent progress of pupils in Year 6 has been strong. Teachers and teaching assistants alike are skilled at supporting pupils' learning. Ongoing strategies to further improve the teaching of phonics are beginning to bear fruit.

Teachers generally match work accurately to pupils' varying abilities. Occasionally, the work set for the most able pupils lacks challenge, especially in key stage 1. Further work is also needed to develop pupils' reasoning skills in mathematics.

The leadership of the well-planned curriculum ensures that pupils are enthusiastic and engaged in their learning. Systems to assess what pupils know, and can do, in subjects other than English and mathematics are being developed.

Information about this school

The school is slightly smaller than the average-sized primary school.

The vast majority of pupils are of White British heritage. The school became part of the Nicholas Postgate Academy Trust in September 2018. The proportion of pupils who are known to be eligible for support from pupil premium funding is above the national average.

The proportion of pupils who have SEN and/or disabilities is just below the national average. The school's part-time provision for Nursery children operates in the morning and afternoon. Reception children attend on a full-time basis.

The school meets the government's current floor standards. These are the minimum expectations for pupils' attainment and progress. The executive headteacher and head of school have been in post for just over a year.