St Marie’s Catholic Primary School

About St Marie’s Catholic Primary School Browse Features

St Marie’s Catholic Primary School


Name St Marie’s Catholic Primary School
Website http://www.stmariescps.co.uk/
Ofsted Inspection Rating Good
Address Bigdale Drive, Northwood, Liverpool, L33 6XL
Phone Number 01514778480
Type Primary
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 248 (54% boys 46% girls)
Number of Pupils per Teacher 18.0
Local Authority Knowsley
Percentage Free School Meals 56.5%
Percentage English is Not First Language 11.3%
Pupils with SEN Support 20.2%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (18 May 2016)
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.

Information about this school

The school is larger than the average-sized primary school. Children in Reception, Year 1 and Year 2 are taught in mixed-age classes. Nursery children and pupils in Years 3 to 6 are taught in single-age classes. Almost all pupils are from White British backgrounds. The proportion of pupils known to be eligible for the pupil premium (additional funding for disadvantaged pupils) is well above average. The proportion of pupils who have special educational needs or disability is above average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The proportion of pupils joining or leaving the school at different times is well above that found in most schools. Some of these pupils join, leave and then re-join the school due to allocations of housing in the area. The school runs a breakfast club from 8am each day. There has been a high turnover of staff in the past two years, including at senior management level. A new headteacher was appointed in September 2015, after a short spell as acting headteacher. A new deputy headteacher was appointed in March 2016, after a short spell as acting deputy headteacher. The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is a good school In her unswerving determination to improve every aspect of pupils’ learning, the headteacher has set high expectations for staff and for pupils. Staff have risen well to the demands placed upon them. The speed of improvement in the past year is impressive, especially in writing. Teaching, learning and assessment are good. As a result, pupils of all ages and abilities are making good progress. Staff have worked together really well to establish the new curriculum and assessment systems. All subjects are taught in sufficient depth to enable pupils to make good progress in them. School leaders have managed staff absences really well, particularly in the early years, minimising the impact they might have on pupils’ learning. Staffing has been stabilised for the next school year, enabling the school to show it has strong capacity for further improvement. Leaders at all levels, including governors, have united to make sure that improvements are secure. Good management of the provision for children in the early years ensures that they get off to a good start and are prepared well for Year 1. What the school does to ensure pupils’ welfare and well-being, and to help pupils develop strong personal skills, is outstanding. It permeates the whole curriculum. Pupils feel safe and they behave well. They want to come to school because they enjoy learning. They are eager to do well. Attendance is above average. Governors have made excellent use of an external review to sharpen their skills in holding the school to account. They now do this really well. It is not yet an outstanding school because : Despite now making good progress, boys still do not do as well as girls in writing. Staff in the early years do not always capitalise on opportunities to develop children’s communication and language skills. Other than in writing, the quality of written feedback given to pupils about their learning does not always adhere to the school’s marking policy, which asks teachers to give pupils precise guidance on what they need to improve and why.