|Name||St Richard’s Catholic Primary School|
|Ofsted Inspection Rating||Good|
|Address||Cawley Road, Chichester, PO19 1XB|
|Religious Character||Roman Catholic|
|Number of Pupils||313 (51.4% boys 48.6% girls)|
|Number of Pupils per Teacher||22.1|
|Local Authority||West Sussex|
|Percentage Free School Meals||7%|
|Percentage English is Not First Language||40.3%|
|Pupils with SEN Support||13%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (03 March 2015)
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Information about this school
St Richard?s Catholic Primary School is a smaller-than-average-sized primary school. There are nine classes from Reception to Year 6. Since the last inspection, the school has increased in size from one class in each year group to one and a half classes. Extensive building works have taken place to provide the necessary additional classrooms. The characteristics of the cohorts at the school have significantly changed since the last inspection. The percentage of White British pupils has decreased from around three quarters of the school in 2011 to approximately two thirds in 2014. The proportion of pupils who come from minority ethnic backgrounds has increased to around a third of the school population. The proportion of pupils who speak English as an additional language makes up just under a third of the school population. The percentage of pupils known to eligible for free school meals is much lower than the national average at just over 6%. Consequently, the proportions eligible for the pupil premium, which provides additional funding for children in local authority care or known to be eligible for free school meals, is also relatively low. Children in the Early Years Foundation Stage attend full time. The proportion of disabled pupils and those with special educational needs is broadly in line with the national average. In 2014, the school met the government?s floor standards, which set the minimum expectations for pupils? attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is a good school. The headteacher, with the support of other leaders, provides clarity and purpose to the work of the school. There is a very strong team ethos and shared vision. As a result, every pupil is a valued member of the school community. Leaders have effectively adapted the school?s provision to meet pupils? rapidly changing needs. Pupils find lessons interesting and engaging. Governors are effective. They challenge leaders and hold them to account effectively. The Early Years Foundation Stage is good. Activities are well matched to children?s needs. As a result, they make good progress. The overall quality of teaching is good. Teachers challenge pupils of all abilities. Teachers make good use of assessment during lessons to adapt what they are doing to meet pupils? needs. Pupils achieve well at the school. The majority of pupils make good progress, particularly in mathematics. Pupils consistently attain levels above the national average in reading, writing and mathematics. Pupils reach high standards in other subjects, such as art and physical education. Pupils have excellent attitudes to their learning. They behave exceptionally well. Pupils from different backgrounds learn and play well together because they share the school?s ethos of respect for others. Pupils feel safe at school. Leaders make sure that systems to keep pupils safe are effective and respond to the individual needs of pupils. It is not yet an outstanding school because : Some pupils do not make the rapid and sustained progress of which they are capable. The use of teaching assistants is not always as effective as it could be. Teachers? use of assessment in the early years is not precise enough to allow children to make rapid progress.