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
Website https://www.stgregorys-coventry.org.uk/
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Harry Rose Road, Coventry, CV2 5AT
Phone Number 02476445900
Type Academy
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 225 (47.6% boys 52.4% girls)
Number of Pupils per Teacher 18.2
Academy Sponsor The Romero Catholic Academy
Local Authority Coventry
Percentage Free School Meals 9.9%
Percentage English is Not First Language 20.9%
Persisitent Absence 7.3%
Pupils with SEN Support 8.7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (24 September 2013)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Information about this school

This is a smaller-than-average-sized primary school. Most pupils are from White British backgrounds but the proportion from minority ethnic groups is above average. The proportion of pupils who speak English as an additional language is above average. The proportion of disabled pupils and those who have special educational needs supported through school action is average. A well-above-average proportion of pupils are supported through school action plus or through a statement of special educational needs. The proportion of pupils who are supported by pupil premium funding, which in this school provides additional support for children in the care of the local authority and pupils known to be eligible for free school meals, is average. There is an on-site provision of care through the ‘Pilgrim Care Club’, managed by the governing body, which caters for the school’s pupils before and after school. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. Pupils achieve well. Many of them start Reception with levels of development below those typical for their age. After a dip in progress in 2012, it increased considerably last year to be good at each key stage. Teaching is good with some outstanding practice. Teachers plan activities that capture pupils’ interest so that they are enthusiastic to learn and achieve well. As a result of enthusiastic teaching, all groups of pupils, including disabled pupils, those with special educational needs, and those for whom English is an additional language, make good progress in their learning. The school is very successful in developing pupils’ spiritual, moral, social and cultural awareness in assemblies, lessons and through many extra-curricular activities and educational visits. Pupils feel safe and behave well in lessons and around the school. They are respectful and courteous and this contributes to a calm and purposeful atmosphere. The headteacher and leadership team have successfully improved teaching and raised standards. They have high expectations and are supported well by all staff. The governors are well informed about the school. They are proud of the school and have helped staff to raise achievement through high levels of challenge and support. It is not yet an outstanding school because : The proportion of outstanding teaching is not yet high enough; a small amount requires improvement. In these lessons, work is not always at the right level for everyone in the class and pace of learning is slow. At times, pupils spend too long listening to teachers, and are not given enough opportunity to experiment and explore their own ideas, particularly in science.