St Mary’s Catholic Primary School, Studley

About St Mary’s Catholic Primary School, Studley Browse Features

St Mary’s Catholic Primary School, Studley

Name St Mary’s Catholic Primary School, Studley
Ofsted Inspections
Address Pool Road, Studley, B80 7QU
Phone Number 01527852140
Type Primary
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 221 (56.1% boys 43.9% girls)
Number of Pupils per Teacher 24.2
Local Authority Warwickshire
Percentage Free School Meals 8.1%
Persistent Absence 5.6%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about the school

St Marys Catholic Primary is an average-sized school. Most pupils are from White British backgrounds. The remaining pupils are from a number of minority ethnic backgrounds.

A below-average proportion of pupils speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is below average although an average proportion has a statement of special educational needs. The proportion of pupils known to be eligible for free school meals is below average.

Children start in the Reception class in the September following their fourth birthday. The school has numerous awards including Eco schools and Healthy Schools status, an International Schools Award for its work with schools in Germany, Finland, Spain, Israel and South Africa, the Warwickshire International Primary School of the Year award, and an award for its work with gifted and talented pupils. On site is a privately run before- and after-school club that operates every day.

Key findings

St Mary’s ethos summarised by, ‘learn to love, love to learn’, permeates the life of the school. Pupils thrive in the school’s nurturing environment. They quickly learn to reflect deeply on their own learning and on their personal contribution to not only their own families, but also to the school, and wider communities.

Pupils feel safe in school because they know any concerns are listened to. They know and understand the guidance for reporting bullying and say that the, ‘Think first and then tell a teacher or another adult’ works. Consequently, incidents of bullying are very rare.

Pupils come to school wanting to learn. They know how to achieve this and reflect carefully on what they need to do next to improve. Interesting and well-planned curricular experiences promote their learning and spiritual, moral, social and cultural development extremely well.

Their excellent behaviour and high attendance make very positive contributions to learning in lessons. Teachers are able to concentrate on ensuring every pupil, including those with special educational needs and/or disabilities, makes at least good and often excellent progress. The constant drive to improve pupils’ already outstanding achievement is evident in lessons.

Teaching is consistently good and much is excellent. Led by a highly effective and passionate headteacher, the school is relentless in its drive to constantly improve its work. The governing body and staff work closely together to plan improvements and then to check regularly to ensure these are working.

As a result, the school puts focused support into place very quickly when it notices that pupils’ progress slows. Interventions have helped pupils catch up and accelerate progress in reading and writing but have been less successful in mathematics for a very small number of pupils. In addition, interventions do not always include measures against which to evaluate success.