St Wilfrid’s Catholic Primary School

About St Wilfrid’s Catholic Primary School Browse Features

St Wilfrid’s Catholic Primary School

Name St Wilfrid’s Catholic Primary School
Ofsted Inspection Rating Outstanding
Inspection Date 03 July 2018
Address Church Lane, Ripon, North Yorkshire, HG4 2ES
Phone Number 01765603232
Type Primary
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 152 (51% boys 49% girls)
Number of Pupils per Teacher 19.1
Local Authority North Yorkshire
Percentage Free School Meals 7%
Percentage English is Not First Language 18.9%
Persisitent Absence 3.3%
Pupils with SEN Support 10.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is smaller than the average-sized primary school. The school is organised with mixed-age classes. The large majority of pupils are of White British or Any Other White background. The proportion of pupils who speak English as an additional language is below average. The proportion of disadvantaged pupils who are known to be eligible for the pupil premium funding is lower than the national average. The proportion of pupils who have SEN and/or disabilities is below that seen nationally. A very small number of these pupils have an education, health and care plan. An increasing number of pupils join classes during the school year. Many are the children of servicemen and women. The school meets the government’s current floor standards, which set the minimum expectation for pupils’ attainment and progress. The school provides both part-time and full-time places for children in the Nursery class and full-time places for children in the Reception class. There have been changes in staffing since the time of the last inspection, particularly in early years.

Summary of key findings for parents and pupils

This is an outstanding school The school has improved from requires improvement to outstanding because strong and tenacious leaders have rapidly improved the quality of teaching and outcomes for pupils. The headteacher, with highly effective support from the deputy headteacher, leads by example, so that all staff have exceptionally high expectations of pupils and themselves. Staff work collaboratively to plan interesting and highly demanding tasks that progressively develop pupils’ knowledge and skills. Pupils are highly motivated and have excellent attitudes to learning. Most pupils reach the highest standards in reading, writing and mathematics in both key stages. Pupils make exceptional progress in reading and mathematics by the time they leave key stage 2. Pupils who join classes during the school year receive effective support which enables them to improve the quality of their handwriting rapidly. All groups, including pupils who have special educational needs (SEN) and/or disabilities, disadvantaged pupils and pupils who speak English as an additional language, achieve equally well across the curriculum. Governors are committed and knowledgeable. They support and challenge leaders effectively and make a valuable contribution to the ongoing development of the school. Pupils thrive in this happy, caring school due to its culture of inclusivity and acceptance. Pupils’ behaviour is exemplary. Pupils feel safe and they love coming to school. Leaders ensure that pupils’ spiritual, moral, social and cultural development is extremely well promoted through the outstanding curriculum, religious education and a wide range of extra-curricular activities. The school provides high-quality support to its most vulnerable pupils. The school’s strong partnerships with other agencies ensure that pupils and their families receive timely support. Leaders build positive relationships with parents and carers. They value the opportunities to support their children’s education, particularly in the early years. Early years provision is not yet outstanding because the quality of teaching and the rate of progress of children varies across the Nursery and Reception classes. On occasion, adults’ questioning is not precise enough to enable children, particularly the most able, to progress their learning and develop their vocabulary quickly.