St Mary Roman Catholic Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of St Mary Roman Catholic Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding St Mary Roman Catholic Primary School.

To see all our data you need to click the blue button at the bottom of this page to view St Mary Roman Catholic Primary School on our interactive map.

About St Mary Roman Catholic Primary School

Name St Mary Roman Catholic Primary School
Ofsted Inspections
Head Teacher Mrs Julia Pearce
Address Melbourn Road, Royston, SG8 7DB
Phone Number 01763246021
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 231
Local Authority Hertfordshire
Highlights from Latest Inspection


There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The headteacher of this school is Julia Pearce. This school is part of The Diocese of Westminster Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Pat Murden, and overseen by a board of trustees, chaired by Patrick Leeson.

What is it like to attend this school?
<>Pupils are very happy at this welcoming school. They benefit from the school's ethos of wanting everyone to do well. Some pupils with special educational needs and/or disabilities (SEND) arrive at the school with negative past experiences in education.

Adults quickly help these pupils settle and understand what they need to do well in school.

Pupils care for each other. They routinely demonstrate the 'Gospel values' that the school teaches.

Children in the early years share and take turns. They delight in playing and learning together. Older pupils take responsibility for younger pupils, such as by reading with them.

Older pupils also serve as positive role models for younger pupils, demonstrating positive learning attitudes.

Pupils are inspired by staff's passion for learning. In lessons, pupils are focused and keen to succeed.

Pupils approach their studies with determination. When discussing what they are trying to learn, pupils speak articulately and enthusiastically. Children in the early years quickly understand the importance of learning and take pleasure in their achievements.

Pupils also benefit from the school's many opportunities to develop their own interests and talents. For example, all pupils benefit from learning a musical instrument. Pupils are well prepared for their next steps in education as well-rounded individuals.

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

Over the last two years, the school, with effective support from the trust, has redesigned aspects of the curriculum. Most areas of the curriculum are well organised and outline exactly what pupils must learn. Teachers use leaders' guidance to arrange effective learning activities, including for pupils with SEND.

Many subjects are taught exceptionally well. However, a few curriculum areas are still being developed to ensure all staff are confident in how to teach the ambitious curriculum aims consistently.

Teachers routinely check what pupils know and understand.

When pupils show signs of falling behind, teachers provide effective support. In the best taught areas of the curriculum, teachers give pupils plenty of opportunities to recall important knowledge. However, there are some areas of the curriculum where the knowledge pupils must remember over time is not clarified.

As a result, teachers do not know what key knowledge pupils need to review in these subjects. Consequently, some pupils forget important elements of what they have studied in certain areas of the curriculum. This hinders them learning parts of the curriculum in the depth leaders intend.

The school teaches reading well. From when they start in the early years, pupils learn to love reading. As a result, many pupils see reading as an enjoyable leisure activity and suggest books to their friends.

The school's approach to teaching pupils early reading is very well delivered across the school. Children in the early years quickly learn how to blend basic sounds. In key stage 1, pupils develop their understanding of phonics and become confident readers.

The school provides a rich collection of texts for pupils to read. Staff ensure these books are exactly matched to pupils' needs. For pupils that find reading difficult, staff provide expert support that ensures pupils learn what they need to read effectively and access the curriculum.

The school makes clear their expectations for pupils' behaviour. Pupils live up to the high standards set and develop positive attitudes to learning. Staff meet the needs of pupils with social, emotional and mental health challenges very well.

When these pupils are unsettled, staff help them with effective strategies that ensure pupils regulate their behaviour.

The school has worked well with families to improve attendance over recent years. The attendance of disadvantaged pupils, however, remains lower than the rest of the school.

The school ensures that pupils learn about the diverse lifestyles and beliefs in modern society. Pupils understand the importance of respecting others' differences. When discussing differing views, pupils show sensitivity towards others.

The school also provides pupils lots of opportunities to develop confidence as independent young people. For example, starting in key stage 1, pupils take part in residential learning events, such as overnight stays at the school. This culminates in key stage 2 with nearly week-long trips to places of interest around the country.

Leaders have forged strong relationships with parents and staff. Parents highly praise the work of staff and leaders. All staff are proud and enjoy working at the school.

Leaders take suitable steps to help staff maintain a reasonable workload.The trust and governors have accurate views of the strengths and weaknesses of the school. They work well together to provide leaders the support and challenge they need to continue improving the school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some areas of the school's curriculum do not identify exactly what pupils need to know and remember. As a result, teachers are not clear what is the key knowledge or prior learning they should review with pupils in these subjects.

This leads to pupils not being secure in their retrieval of important knowledge. The school must ensure that in these few subjects, the curriculum clarifies explicitly what pupils must remember and that teachers check pupils can recall this important knowledge to ensure they learn the curriculum as fully intended. ? The school's efforts to improve pupils' attendance is not having the desired effect on disadvantaged pupils.

Some of these pupils do not maintain regular attendance. The school must develop strategies to improve the attendance of disadvantaged pupils.


When we have judged outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in December 2017.

Also at this postcode
Stagecoach Royston

  Compare to
nearby schools