St Margaret Clitherow Catholic Primary School

About St Margaret Clitherow Catholic Primary School Browse Features

St Margaret Clitherow Catholic Primary School


Name St Margaret Clitherow Catholic Primary School
Website http://www.margaret-clitherow-primary.torbay.sch.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 25 June 2019
Address Polhearne Way, Brixham, TQ5 0EE
Phone Number 01803851647
Type Academy
Age Range 5-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 93 (39% boys 61% girls)
Number of Pupils per Teacher 17.6
Academy Sponsor Plymouth Cast
Local Authority Torbay
Percentage Free School Meals 29%
Percentage English is Not First Language 1%
Persisitent Absence 5.8%
Pupils with SEN Support 19%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

St Margaret Clitherow Catholic Primary School is smaller than the average-sized primary school and is part of the Plymouth CAST multi-academy trust. The trust was formed in April 2014. The work of the trust is overseen by a board of directors. The trust is responsible for one nursery, one first school, 32 primary schools and two secondary schools across six local authorities in the south-west region. The majority of pupils are of White British background. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils who are known to be eligible for free school meals is above the national average. The proportion of pupils with SEND, including with an education, health and care plan, is above the national average. The school is designated as having a religious character and received its section 48 inspection in May 2019, when the school was graded as good. The headteacher has been in post since February 2017.

Summary of key findings for parents and pupils

This is a school that requires improvement Significant staff turbulence has hampered the progress of the school. It has affected the quality of teaching and pupils’ outcomes. The quality of teaching is inconsistent. At times, expectations of pupils are not high enough to develop learning effectively. This is particularly so in mathematics, and for most-able pupils. Pupils’ progress varies across subjects and year groups. Pupils’ skills in spelling and punctuation are not consistently well-developed. This is weakening pupils’ progress in writing. This is an improving school. However, a legacy of underachievement means that too many pupils are not ready for the next stage of their education. Children in the early years have not secured the necessary learning behaviours that enable them to make strong progress. Too often, children do not challenge themselves and staff do not plan activities that motivate them to reach their full potential. The school has the following strengths The new headteacher has ensured that staff and leaders share her passion for improvement. Equality of opportunity is a strength. Effective systems and provision ensure that pupils who find learning difficult are well supported. Staff are highly motivated and determined to secure further improvements. They work well together, and morale is high. Initiatives to improve teaching and pupils’ progress are having a positive impact. This is leading to stronger outcomes than seen in the past. The interim academy board (IAB) has been effective in raising standards across the school. The new governing body is taking shape and is being well supported by the IAB. The curriculum is broad and rich, particularly in developing pupils’ spiritual, social, moral and cultural development and the arts.