|Name||St Mary’s Catholic Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Address||Ampthill Road, Ryde, PO33 1LJ|
|Religious Character||Roman Catholic|
|Number of Pupils||180 (52.8% boys 47.2% girls)|
|Number of Pupils per Teacher||21.9|
|Local Authority||Isle of Wight|
|Percentage Free School Meals||14.4%|
|Percentage English is Not First Language||6.4%|
|Pupils with SEN Support||3.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (02 April 2019)
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Information about this school
This is an average-sized primary school. The proportion of pupils who are supported by the pupil premium is lower than the national average. The proportion of pupils with SEND and/or an education, health and care plan is slightly above the national average. The quality of Catholic education was inspected by the Diocese of Portsmouth under section 48 of the 2005 Education Act between 8 and 16 November 2016. Since the previous inspection, a new headteacher, senior teacher and SEND coordinator have joined the school. The number of pupils on roll at the school has fallen since the previous inspection. The local authority identifies the school as a high priority for additional support.
Summary of key findings for parents and pupils
This is a school that requires improvement Since the previous inspection, the changes in leadership and staffing have led to inconsistencies in the quality of teaching. As a result, too few pupils, particularly boys, disadvantaged pupils and the most able, are making the progress they are capable of. Teaching has recently strengthened but remains too inconsistent. Improvements in reading and mathematics teaching have not been mirrored in other subjects. The quality of teaching of the foundation curriculum is inconsistent. While inadequate teaching has been eradicated, staff performance is not tracked or monitored as systematically as it needs to be. This prevents improvements from embedding more rapidly. Many governors are new to the role. Despite their ambition, they are not yet sufficiently skilled to challenge leaders effectively to improve pupils’ outcomes. The school has the following strengths Personal development, behaviour and welfare are good. Pupils learn to be healthy, happy and productive citizens and behave well in school. The new headteacher, ably supported by her senior team, has revitalised key aspects of the school. She has secured the right improvements and is well placed to continue to develop the school. Support for pupils with special educational needs and/or disabilities (SEND) is strong. Skilled leaders and staff plan careful adaptations to help these pupils thrive. Staff are willing, and capable of improvement. Morale is high. The early years provision is good. The Nursery and Reception classes prepare children well for their formal education. Children make good progress in the early years. The collaboration between the governors, leaders and local authority is working well. Local authority officers provide governors with an unbiased view of the school and help leaders to refine their systems. The school has the capacity to improve. Improvements in reading and mathematics have ensured that pupils across the school make strong progress in these subjects.