St Gregory’s Catholic Primary School

About St Gregory’s Catholic Primary School Browse Features

St Gregory’s Catholic Primary School

Name St Gregory’s Catholic Primary School
Ofsted Inspection Rating Good
Inspection Date 11 May 2011
Address Sandy Lane, Lydiate, Liverpool, Merseyside, L31 2LB
Phone Number 01515265856
Type Primary
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 239 (48% boys 52% girls)
Number of Pupils per Teacher 25.7
Local Authority Sefton
Percentage Free School Meals 3.8%
Percentage English is Not First Language 1.3%
Persisitent Absence 3.4%
Pupils with SEN Support 2.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This school is average in size compared with other primary schools. The proportion of pupils known to be eligible for free school meals is below average, whilst the proportion with special educational needs and/or disabilities is above average. Most pupils are of White British heritage. A few pupils come from minority ethnic backgrounds. The school has gained Artsmark Silver, the Activemark, Eco Silver and Healthy School status. The school runs a before-school club. This provision was inspected as part of the school’s inspection. A privately run after-school club is situated within the school building. This provision was subject to a separate inspection.

Main findings

This is a good school. Instrumental to its success is the relentless drive for improvement, which senior leaders and the governing body have made since the last inspection. Their actions have been a significant factor in the above-average and rapidly improving attainment of pupils and, in particular, those in Years 5 and 6 in English and mathematics. Furthermore, pupils make an outstanding contribution to their school and community, their spiritual, moral, social and cultural development is excellent and their understanding of what is needed to lead healthy and ecologically friendly lifestyles is outstanding. Pupils begin school with skills levels which are broadly in line with those expected for their age. Their current work and the school’s own data show that rates of progress are good overall and are continuing to improve in English and mathematics in all year groups and for all pupils. The staff pay very close attention to pupils’ personal needs and this contributes very effectively to the outstanding care, guidance and support provided. As a result, pupils have high self-esteem, are eager to attend and behave well. The quality of teaching and learning and the use adults make of assessment information to set work which is challenging and matched to pupils’ ages and abilities is good and occasionally outstanding. This is because of the precise way most teachers now use marking and assessment information to pinpoint what it is pupils need to do next to reach the high levels of attainment, or to identify and put in place additional support for individuals and groups as needed. The good-quality curriculum, with an increased creative focus, is providing pupils with some memorable experiences and is enhanced by a good range of extra-curricular activities. However, pupils do not have enough opportunities to develop and apply their English, mathematics and information, communication and technology (ICT) skills within other subjects of the curriculum. The school’s self-evaluation is incisive and accurate, whilst target setting is both challenging and aspirational. This means that senior staff and the governing body have a clear understanding of the school’s strengths and areas to develop. As a result, they have identified the right priorities for improvement and are working effectively to achieve them. The governing body provides good support and challenge in equal measure and ensures that the safeguarding of pupils is good. The school’s impressive record of good improvements to the quality of learning and pupils’ achievement indicates its good capacity to sustain improvements.