St Mary’s Catholic Primary School

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About St Mary’s Catholic Primary School

Name St Mary’s Catholic Primary School
Ofsted Inspections
Acting Headteacher Mrs Anne-Marie Bell
Address Beaconsfield Street, Hyson Green, Nottingham, NG7 6FL
Phone Number 01159151799
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 238
Local Authority Nottingham
Highlights from Latest Inspection

What is it like to attend this school?

The school's vision for pupils to 'love each other, doing our best to make the world a richer place' is reflected in all aspects of school life. Pupils welcome visitors and treat each other with kindness and respect.

They are happy and excited to be at school. Pupils talk with great pride about their positive relationships with their friends and teachers. Parents and carers are delighted with the school.

Typical comments include, 'The teachers really care about the children. There is no other school I would want to send my child to.'

Teachers have high expectations for every pupil.

They are ambitious for pupils to succeed in their learning as well a...s their personal development. Pupils enjoy learning. They are proud to show their work and explain how they want to try their best.

Pupils behave very well in lessons and around the school. They say that their school is like a big family where everyone cares for each other. Pupils view staff as trusted adults.

Pupils say that bullying does not happen. They say that all staff are very quick to resolve any problems that they may have. Pupils feel safe in school.

They know how to keep themselves safe.

What does the school do well and what does it need to do better?

Leaders have designed an ambitious curriculum in all subjects. They have thought carefully about the important knowledge they want pupils to learn.

Teachers build pupils' learning in a logical order from Nursery to Year 6. There is a sharp focus on developing pupils' vocabulary and language. In some subjects, leaders check that teachers deliver the curriculum as intended and that pupils remember earlier content.

However, in some subjects, leaders do not routinely check how well staff deliver the curriculums. As a result, leaders do not ensure that some teachers receive sufficient guidance to deliver these curriculums as intended.

Leaders are very inclusive.

They want all groups of pupils to succeed in their learning. This includes pupils with special educational needs and/or disabilities (SEND). Pupils with SEND learn alongside their peers in lessons.

However, some pupils' learning plans are not always precise enough in identifying their needs. They are sometimes too general. This is also the case for some pupils who speak English as an additional language.

This means that a small number of pupils do not always achieve as highly as they might.

Leaders have prioritised the teaching of reading throughout the school. Staff in all classes read well-chosen books to pupils every day.

Leaders inspire pupils to develop a love of reading. Children begin to learn to read as soon as they start school. They are given regular time to practise.

This helps them to develop their fluency and vocabulary. There is a consistent approach to teaching reading. Pupils take home books that match the sounds they have learned in class.

Pupils who find reading difficult receive the support they need to catch up.In the early years, children enjoy listening to stories and rhymes. Staff support children to understand the relationships between letters and the sounds that they represent.

Children love to take part in their 'reading markets', where they share books together. They quickly adapt to the high expectations that leaders have of their learning and behaviour. Children in the early years are happy and confident learners.

Pupils behave well in lessons. The school environment is calm and purposeful. Pupils respond positively to instructions from staff.

At social times, pupils play happily together. There are lots of activities for pupils to do.

Leaders ensure that pupils benefit from a rich and broad range of experiences.

In their personal, social and health education, pupils learn about life in modern Britain. They speak with respect when discussing differences and diversity. There are opportunities for pupils to take part in outdoor learning and community events.

Pupils loved attending the summer fair, where they could demonstrate their talents. Many pupils hold positions of responsibility in school. They are rightly proud of their roles.

These include 'agents for change' and sports ambassadors. Leaders ensure pupils are well prepared for the next stage of their education.

Governors and leaders at the trust share the same ambitions for all pupils.

They want the very best for everyone. Leaders and staff value the support from the trust and governors. Staff are proud to work at the school.

They appreciate leaders' consideration of their workload and well-being.


The arrangements for safeguarding are effective.

Leaders prioritise safeguarding.

They know the pupils and their families well. Staff are well trained to recognise when a pupil may be at risk. Staff refer and record concerns promptly.

Leaders seek the support of outside agencies when families may need their help. The systems for checking that staff and students are suitable to work with children are effective. Governors and the trust make regular checks on safeguarding arrangements.

Pupils learn how to manage some of the risks they may face. They know how to keep themselves safe, including when learning or playing online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum leaders have not routinely checked how well their subjects are being taught.

Pupils' progress through the curriculum varies from class to class. Leaders need to check the implementation of the curriculum in their subjects and provide support to staff who need it. ? Procedures for supporting some pupils, including those who speak English as an additional language and pupils with SEND, are not always clear.

Some targets for pupils are too general and lack precision. This impacts some pupils' needs not being precisely met in lessons. Leaders need to ensure that there are clear procedures of support for these pupils and that staff are suitably trained so that they can support all groups of pupils effectively.

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