St Thomas More Catholic Primary School

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About St Thomas More Catholic Primary School

Name St Thomas More Catholic Primary School
Ofsted Inspections
Headteacher Mrs Sarah Collins
Address Knoll Drive, Styvechale, Coventry, CV3 5DE
Phone Number 02476849910
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 344
Local Authority Coventry
Highlights from Latest Inspection

What is it like to attend this school?

St Thomas More Catholic Primary School is a welcoming and inclusive school that puts children at the heart of all that it does.

Relationships between pupils and staff across the school are warm and positive. Leaders value every member of the community as an individual. Pupils know whom to talk to if they are worried.

As a result, pupils feel happy and safe.

Pupils' behaviour is exceptional. Pupils and adults alike understand the expectations for behaviour.

Pupils are respectful and polite as they move around the school. They say they are proud to attend St Thomas More. They have a positive attitude to the work they produce and are keen to share what ...has been learned.

The school has high expectations of what pupils can achieve. The curriculum is ambitious for all, including pupils with special educational needs and/or disabilities (SEND). Pupils are well supported by skilled staff who know them.

This means that most pupils achieve well.

The school provides a variety of clubs each term, including sports, choir and 'Rock Steady'. Pupils also run their own clubs, for example 'Rubik's Cube' and a language club.

This means that pupils can share and learn languages spoken by other pupils.

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

The school has created a curriculum that is ambitious for all pupils. It enables most pupils to learn essential knowledge successfully.

Pupils begin to build up their knowledge as soon as they start in the Nursery class. For example, in mathematics, children in the early years practise counting numbers.

In most subjects, teachers know what pupils have learned and remembered.

Teachers explain key information clearly, and pupils have opportunities to go over what they have learned before. This helps pupils to remember important knowledge and to make the progress leaders plan for. However, in some subjects, the curriculum is quite new, and teachers are not yet skilled in implementing it.

In some cases, they do not always implement learning in a way that helps pupils to remember more. Consequently, pupils find it difficult to recall key information.

The school has made reading a priority throughout the school.

There is a sharp focus on the teaching of phonics for pupils at the early stages of learning to read. Well-trained staff follow a consistent approach to teaching phonics. This helps most pupils to gain the knowledge and skills they need to become confident and fluent readers.

Leaders check pupils' progress in reading at regular intervals. If pupils fall behind in reading, staff provide support. For example, adults use 'pinny time' to help pupils to practise reading the sounds taught so far.

This means most pupils catch up quickly. Pupils read for pleasure, both at school and at home.

Pupils with SEND access the same curriculum whenever possible.

Leaders use advice from professionals to support pupils with SEND well. Adults provide adaptations and resources, for example the use of talk partners, to help pupils with SEND learn alongside their peers. As a result, most pupils with SEND make good progress.

Pupils' behaviour is exemplary. Right from the start in early years, staff have established routines that pupils know and follow. For example, this may range from a 'good morning' smile to being noted on the class recognition board.

Pupils get on well with each other. Respect is important to pupils. It is seen in their relationships with each other and with adults in school.

Pupils are courteous and well-mannered across the school day.

Leaders provide a wide range of opportunities to enhance pupils' broader development. Pupils are proud to take on responsibilities, such as becoming a school councillor.

They enjoy contributing to school life. Pupils take part in a social action week, which encourages them to consider the needs of others. During this week, pupils focus on what they can do to make a difference and act accordingly.

For example, pupils raised money for homeless children. Pupils have a secure understanding of how to keep safe when working or playing online.

Leaders from the MAC and those within school make a cohesive team.

Staff appreciate leaders' consideration of their well-being and workload when new initiatives are introduced. For example, staff feel that the newly developed assessment systems contribute positively to staff's work–life balance.

Governors know the school's strengths and areas that need further development.

As a group, they challenge and hold leaders to account. This is overseen by MAC directors, who have a full and accurate view of what is happening.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum is relatively new, and teachers are not yet skilled at implementing it in a way that helps pupils learn and remember more key information. This means that, in some cases, pupils cannot demonstrate and recall previous learning when needed. The school should continue to ensure that all teachers are able to accurately implement the new curriculum in a way that helps pupils to embed new learning into their long-term memory across all subjects.

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