St Gregory’s RC Primary School, A Voluntary Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is an inadequate school Weak teaching results in too few pupils reaching the expected or higher standards at the end of key stages 1 and 2.

The proportion reaching the expected standard fell further in 2017, apart from in key stage 2 reading. Senior leaders, middle leaders and governors have been too slow in securing improvement. They do not monitor the school's work closely enough.

Their actions have not had enough impact on improving the quality of teaching or accelerating pupils' progress. Disadvantaged pupils, pupils who have special educational needs (SEN) and/or disabilities, those who speak English as an additional language and the most able make s...low progress as teaching in most classes is weak. The headteacher has been in post for almost two years.

Other leaders are inexperienced or new to their roles. The school is overly reliant on external support and lacks the capacity to improve as rapidly as it needs to. Assessment systems, including in the early years, are insecure.

As a result, teachers' expectations are too low and they do not intervene and adapt teaching quickly enough to prevent underachievement. The curriculum does not give pupils opportunities to do well in a range of subjects. Teaching does not develop subject-specific skills and knowledge well enough Absence and persistent absence are well above average, including in the early years.

While safeguarding is effective overall, not all staff have received training in the 'Prevent' duty. Governors are unclear about the progress and attendance of groups of pupils. They are unaware of how well the schools' performance compares to other schools nationally and so cannot hold leaders sharply to account for the use of pupil premium and SEN funding.

The school has the following strengths Teaching has improved in Years 5 and 6. This is beginning to have a positive impact on standards in English and mathematics. Teachers across the school, including in the early years, develop good relationships with children that support them well in gaining confidence and independence.

Information about this school

The school is smaller than the average-sized primary school. The proportion of pupils eligible for the pupil premium is above average. The proportion of pupils who speak English as an additional language is below average.

An average proportion of pupils have SEN and/or disabilities. The school meets the government's floor standards, which set the minimum expectations for pupils' attainment and progress. The headteacher was appointed from September 2016 and the deputy headteacher and assistant headteacher from September 2017.