St Teresa’s Catholic Primary School, Preston

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders have successfully established an ethos which focuses on compassion for others and prioritises the well-being of pupils, parents, carers and staff.

In a positive and supportive environment, pupil outcomes are improving rapidly. The headteacher has an ambitious vision for the school and is determined to see it succeed. She provides good leadership and has an accurate view of the school's strengths and weaknesses.

Governors are dedicated and challenge school leaders appropriately. Governors have a clear understanding of the difficulties faced by the school and they are determined in their actions to pursue improvements. Staff morale ...is high.

Teachers are proud to work at the school and are flourishing under the changes made. Good teaching ensures that the majority of current pupils are making good progress. Teachers' subject knowledge and their effective use of questioning ensure that learning is challenging for most pupils.

Disadvantaged pupils do not progress as well as others nationally in reading, writing and mathematics, particularly at key stage 2. The curriculum is well planned. It offers pupils a wide range of exciting, engaging learning experiences that stimulate their interest.

Leaders have worked hard with families to improve pupils' attendance. Attendance has risen and is now broadly in line with the national average. Children in the early years are well cared for.

They make a positive start in the Nursery and Reception classes and consequently make good progress in their first years in school. Behaviour is good. Pupils are polite and welcoming.

They are eager to explain their learning and share their ideas. They show great respect for each other and for adults. Arrangements to keep pupils safe are effective.

Robust systems and procedures are in place. Pupils are well cared for and a strong culture of safeguarding permeates the school. Attainment in reading and writing is rising.

However, attainment is not high enough. This is because pupils did not make enough progress in the past. A whole-school focus on mathematics has boosted learning.

Pupils are now more skilled in using number and in solving mathematical problems. Middle leaders are enthusiastic about their areas of responsibility. They are not sufficiently strategic in their roles to support school improvement fully.

Information about this school

This is smaller than the average-sized primary school. The proportion of disadvantaged pupils is above the national average. Most pupils are of White British heritage.

The number of pupils from minority ethnic groups is above the national average, as is the proportion who speak English as an additional language. The proportion of pupils with SEND is above the national average. The proportion of pupils who have an education, health and care plan is below the national average.

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