This is a school that requires improvement Leaders and the governing body did not ensure that pupils who recently left key stage 2 made good progress in reading and writing during their time at the school. Leaders do not monitor the wider curriculum, its implementation or its impact on pupils' outcomes.
School improvement plans do not contain information that governors can use to measure success or to hold leaders to account. The school is in a period of transition. Many leaders are new to their roles.
They have made a good start but have not yet received the training and support to bring rapid improvements. The quality of teaching in phonics and reading is to...o variable. Pupils are taught the same letter sounds regardless of their ability.
This limits the progress pupils make. Teachers do not always plan activities that challenge pupils. In some lessons, pupils complete the same work regardless of their ability.
Teachers do not always deploy teaching assistants effectively to support individual pupils' needs. Staff do not consistently follow the school's behaviour policy. Incidents of low-level disruption are too common.
Some pupils do not present their work with care. The school has the following strengths Many pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) are now making better progress. Children get off to a positive start in the early years.
The quality of teaching is good. Children make good progress and are well prepared for Year 1. Adults know pupils and their families extremely well.
There is a warm and caring ethos throughout the school. There are effective procedures in place to monitor pupils' attendance. Rates of absence and persistent absence are currently below national averages.
Information about this school
St Gregory's Catholic Primary School joined the St Thomas of Canterbury Catholic Academies Trust on 1 April 2016. The school is larger than the average-sized primary school. The proportion of disadvantaged pupils is in line with the national average.
The proportion of pupils with SEND is below the national average, as is the proportion of pupils who have an education, health and care plan. The proportion of pupils who speak English as an additional language is higher than the national average. The proportion of pupils from minority ethnic backgrounds is above the national average.
