St Margaret Clitherows RC Primary School

About St Margaret Clitherows RC Primary School Browse Features

St Margaret Clitherows RC Primary School

Name St Margaret Clitherows RC Primary School
Ofsted Inspections
Address St Margaret’s Grove, South Bank, Middlesbrough, TS6 6TA
Phone Number 01642835370
Type Academy
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 341 (51% boys 49% girls)
Number of Pupils per Teacher 19.1
Academy Sponsor Nicholas Postgate Catholic Academy Trust
Local Authority Redcar and Cleveland
Percentage Free School Meals 38.5%
Percentage English is Not First Language 3.8%
Persistent Absence 11.2%
Pupils with SEN Support 15.8%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school converted to become an academy in April 2014. It is part of the Nicholas Postgate Catholic Academy Trust. Until September 2018, the school was part of the St Oswald’s Catholic Academy Trust.

This is a slightly larger than average-sized primary. It is a Roman Catholic school and is part of the Middlesbrough Diocese. The school had a denominational interim review inspection by the diocese in March 2016.

The large majority of pupils are of White British heritage. The proportion of disadvantaged pupils who are entitled to pupil premium funding support is much higher than the national average. The proportion of pupils with SEND is slightly higher than national averages.

The school offers a breakfast club and a range of after-school clubs for pupils.

Summary of key findings for parents and pupils

This is a good school The acting headteacher has successfully established a highly positive, productive ethos. Teaching and learning are consistently good across subjects and key stages.

Leaders model their high expectations well. A uniquely Christian atmosphere contributes exceptionally well to pupils’ spiritual, moral, social and cultural development. Leaders have ensured that the curriculum is enriching.

Clubs, visits, visitors and a careful consideration of how subjects relate to one another develop pupils’ knowledge and skills across each area of learning effectively. Leaders’ attention to pupils’ welfare needs and their work with external agencies to support vulnerable pupils and families is impressive. Nevertheless, although improving, a small proportion of pupils are too regularly absent.

Leaders’ and governors’ ambition for all pupils is tangible. Careful consideration is given to the spending of additional funding. Disadvantaged pupils make good progress overall.