St Gregory’s Catholic Academy

About St Gregory’s Catholic Academy Browse Features

St Gregory’s Catholic Academy


Name St Gregory’s Catholic Academy
Website http://www.saintgregorys.org.uk
Ofsted Inspection Rating Outstanding
Inspection Date 29 November 2016
Address Spring Garden Road, Longton, Stoke-on-Trent, Staffordshire, ST3 2QN
Phone Number 01782235340
Type Academy
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 473 (51% boys 49% girls)
Number of Pupils per Teacher 27.1
Academy Sponsor All Saints Catholic Collegiate
Local Authority Stoke-on-Trent
Percentage Free School Meals 9.3%
Percentage English is Not First Language 25.2%
Persisitent Absence 2.2%
Pupils with SEN Support 15%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The executive headteacher and the academy committee (the equivalent to a governing body) manage two of the five schools in the multi-academy company (MAC), the ‘All Saints Collegiate’. There have been significant staff changes since the previous inspection, many of these due to staff being promoted to positions in other schools and the recruitment of newly qualified teachers. The school is one of five in the MAC and is the lead teaching school approved by the national college for teaching and leadership. The executive headteacher is a national leader in education. The head of school, two assistant headteachers and the executive school business manager are specialist leaders of education. The school met floor standards in 2015, which are the minimum requirements for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. This is a large primary school. School numbers are growing so that, in nearly all year groups, the school admits up to 60 pupils. There is early years provision comprising a Nursery class for three-year-old children who attend full time, and two Reception classes for four- and five-year olds. Governors manage before- and after-school care clubs for St Gregory’s pupils; the ‘early birds’ and ‘night owls’ respectively. The school provides additional family links provision which is coordinated by a home–school liaison manager who leads and oversees the work of learning mentors, including an accredited parenting mentor and family support worker. Just over two thirds of pupils are from White British backgrounds. Other pupils come from a wide range of backgrounds representing minority ethnic groups, including Pakistani, Indian and African or Caribbean heritages. One in five pupils speaks English as an additional language and approximately half of these when first joining the school, particularly in the early years, speak little or no English. The percentage of pupils who have special educational needs and/or disabilities is above that of most schools.

Summary of key findings for parents and pupils

This is an outstanding school The executive headteacher provides outstanding and visionary leadership. She is extremely well supported by the head of school and assistant headteachers who share a commitment to providing high-quality care and education for pupils and families. Pupils make outstanding progress from their starting points. The large majority reach or exceed age-related standards in reading, writing and mathematics by the end of key stages 1 and 2. Teachers are provided with excellent support and training. This has led to considerable improvements and outstanding teaching. The youngest children get off to an excellent start in the Nursery and Reception classes as a result of outstanding teaching, strong leadership and highly effective support for children and their families. Staff morale is very high, reflecting how well staff are supported, trained and developed in their teaching and support roles. Teachers’ accurate assessments and very well planned support ensure that pupils who have special educational needs and/or disabilities make outstanding progress. The school goes above and beyond what is required to ensure that pupils are safe. Governance is strong. Governors (the academy committee) share the executive headteacher’s and senior leaders’ high aspirations. They are skilled, knowledgeable and rigorous in holding leaders and staff to account. Most pupils achieve exceptionally well in key stage 1, particularly in early reading, phonics and writing. This lays strong foundations for developing literacy skills in key stage 2. However, some of the most able children who leave the early years could still be doing better in reading and mathematics in key stage 1. The staff provide exceptional teaching and support for disadvantaged pupils. National assessments show that disadvantaged pupils make more progress than pupils who are not disadvantaged, particularly in writing and mathematics. Pupils are extremely well behaved, respectful and polite. There are excellent relationships between pupils, parents, governors and staff. The school’s values and ethos make a strong contribution to improving pupils’ spiritual, moral, social and cultural development. The school provides a stimulating and varied curriculum. Lessons and extended learning, such as out-of-school clubs, music, creative arts and sport, enliven pupils, who thoroughly enjoy coming to school each day.