St Theresa’s Catholic Primary School

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About St Theresa’s Catholic Primary School

Name St Theresa’s Catholic Primary School
Ofsted Inspections
Headteacher Mrs S Johnson
Address Cannon Street, St Helens, WA9 4XU
Phone Number 01744678652
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 223 (54.9% boys 45.1% girls)
Number of Pupils per Teacher 21.3
Local Authority St. Helens
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in this happy, friendly school. They are kind and respectful to adults and to each other. Pupils live out the school's mission 'to do the little things well'.

Pupils work and play harmoniously together. They behave well. Children in the early years learn to take turns and to share.

Pupils said that adults deal with any bullying quickly and effectively. They appreciate the support that staff give them when they are worried or upset. This helps pupils to feel safe and well cared for in school.

Staff nurture pupils' different talents and interests. Pupils perform on stage at the local theatre, compete in football tournaments and learn to play the u...kulele.

Pupils enjoy supporting charities, such as the local food bank.

They take part in events to promote equality of opportunity for disabled people and for refugees, as well as shining a light on mental health issues. The pupil forum listens to classmates' views. They work with leaders to make the school an even better place to play and learn.

Pupils enjoy the different subjects in the curriculum. Teachers expect pupils to work hard and achieve well. Frequent quizzes help pupils to remember and to recall their learning.

Pupils progress well across the curriculum.

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

Leaders have developed a broad and ambitious curriculum that is tailored to meet the needs of pupils, including children in the early years. Subject leaders are passionate and knowledgeable.

They have devised subject curriculum plans that set out clearly the essential knowledge that children and pupils should know and remember.

Many curriculum plans, such as mathematics and English, are well established. Teaching staff are highly competent and confident in delivering these curriculum plans.

This is also true in the early years, where children's communication, language and early mathematics knowledge are developed well. Children and pupils progress well through these subject curriculums.

A small number of other curriculum plans have been put into place more recently to match the quality of the English and mathematics curriculums.

The implementation of these newer curriculum plans has been disrupted by the impact of the COVID-19 pandemic. This means that teachers have only been able to follow these new plans since September 2021. Even so, pupils, including children in the early years, achieved well across the predecessor curriculum.

Subject leaders have made sure that staff have had the training and support needed to plan and deliver learning well in these recently revised subjects. Teachers have thought carefully about how they organise lessons so that pupils understand and remember new learning. It is early days.

It is too soon to gauge the difference that these new plans are making to pupils' learning. It is unclear if pupils are gaining a deeper body of knowledge across the full range of subjects. However, subject leaders are closely monitoring how these new plans are working and have already made some refinements to the design.

Pupils love reading. Children in the early years enjoy joining in with songs, rhymes and stories. Older pupils listen attentively to the class novels that their teachers read to them.

Across the early years and key stage 1, phonics is taught effectively. Teachers use small-group and individual support sessions well. Teachers are successful in helping pupils who find learning and remembering phonics more difficult to catch up quickly.

Leaders check pupils' progress closely. Leaders visit phonics sessions regularly to provide help and support to those teaching staff delivering the sessions. This makes sure that staff deliver the programme consistently well.

The school is calm and orderly throughout the day. Children in the early years learn and socialise well together. Pupils attend school regularly.

There is effective support for pupils with special educational needs and/or disabilities (SEND) who sometimes find it harder to manage their behaviour. These pupils learn effective strategies to regulate their own behaviour over time.

Leaders are adept in identifying the additional needs of pupils with SEND.

They are particularly aware that any additional needs children in the early years have may been missed during the COVID-19 pandemic. They work well with other professionals to make sure that thorough assessments are carried out. Leaders ensure that suitable provision is in place so that pupils with SEND access the curriculum and wider school life alongside their peers.

Pupils care deeply about those who they feel are treated differently because of their race or sexuality. They champion equality both in school and beyond. Many pupils take part in the clubs and activities offered by the school.

Leaders encourage pupils to develop their talents and interests. For example, some pupils have exhibited their artwork in a local gallery, while others have taken part in a poetry festival.

Staff feel appreciated and well supported by leaders.

They feel that their ideas and opinions are listened to and acted on. Staff appreciate the time and training that they receive to help them to do their jobs well.

Governors carry out their responsibilities diligently.

They are critical friends for leaders, providing appropriate support and challenge.


The arrangements for safeguarding are effective.

Leaders ensure that staff undertake frequent safeguarding training so that they understand their roles and responsibilities.

Staff report and record any concerns in a timely way. All staff are trained to identify and support pupils who may experience peer-on-peer abuse.

Leaders make sure that any concerns are followed up appropriately.

They work well with external agencies to make sure that pupils and their families get the help and support they need.

Pupils learn how to keep themselves safe and healthy through the school's personal, social and health education programme. This includes how pupils can keep themselves safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some curriculum plans have only recently been introduced. This means that leaders cannot be sure whether these curriculum plans are effective in raising pupils' achievement further. Leaders should monitor the delivery of the new plans to ensure that they help pupils to build a deep body of subject knowledge across the whole curriculum.

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