|Name||St Patrick’s Catholic Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Address||Deedmore Road, Wood End, Coventry, CV2 1EQ|
|Religious Character||Roman Catholic|
|Number of Pupils||217 (48.4% boys 51.6% girls)|
|Number of Pupils per Teacher||18.4|
|Academy Sponsor||The Romero Catholic Academy|
|Percentage Free School Meals||19.5%|
|Percentage English is Not First Language||41%|
|Pupils with SEN Support||13.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (06 March 2018)
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Information about this school
The school opened as an academy on 1 August 2015 as part of the Romero Catholic Multi Academy Company. The company is made up of seven primary schools: Corpus Christi Catholic Primary School, Good Shepherd Catholic Primary School, Sacred Heart Catholic Primary School, St Peter and Paul Catholic Primary School, St Gregory’s Catholic Primary School, St John Fisher Catholic Primary School, St Patrick’s Catholic Primary School; and one secondary school, which is Cardinal Wiseman Catholic School. The MAC is governed by a board of directors. A local academy committee oversees the work of St Patrick’s School. The committee reports directly to the board of directors. The school is an average-sized primary school. The proportion of pupils known to be eligible for support through pupil premium funding is above the national average. The proportion of pupils who have SEN and/or disabilities is below average. The proportion of pupils from minority ethnic groups is above the national average. The proportion of pupils who speak English as an additional language is above average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics at the end of key stage 2. When St Patrick’s predecessor school was last inspected by Ofsted, it was judged to be good overall. The school receives the support of an SLE and an SEN co-ordinator brokered through the teaching school alliance within the MAC. The acting vice-principal is seconded from another school within the MAC for one day per week. The principal is mentored by another principal within the MAC.
Summary of key findings for parents and pupils
This is a school that requires improvement Following its conversion to an academy, the school suffered a period of instability in leadership and in the quality of teaching. A decline in outcomes was not addressed effectively. Outcomes are now improving but they still require further improvement, especially for disadvantaged pupils and the most able. The current assessment system does not closely match the changing school curriculum. It is now under review so that leaders and teachers can make better use of more reliable assessment information. In 2017, the proportion of pupils achieving the required standard in the Year 1 phonics check fell to well below average. Leaders do not evaluate the impact of the use of the pupil premium funding as well as they could. The leadership of early years requires improvement. In Reception, the quality of teaching, provision and outcomes is not as good as it is in Nursery. Teaching, learning and assessment is not yet good because some teachers still require support to secure consistently good teaching, assessment and outcomes. On occasion, teachers do not extend the learning for the most able pupils or give them enough opportunities to work independently. The school has the following strengths Leaders, including governors, have an accurate view of the school. They respond swiftly to areas of weakness. They are aspirational for the future and are on a journey of rapid improvement. All staff learn from external support well, including that from the multi-academy company (MAC). As a result, teaching, learning and assessment have improved and most pupils now make good progress. Pupils have very positive attitudes to learning. In lessons, they are focused and engaged. They demonstrate a high interest in their learning and can explain their understanding well. The curriculum offers pupils a broad range of experiences. Pupils’ spiritual, moral, social and cultural development is promoted very well. Pupils have a strong sense of fairness and show a high level of respect.