|Name||St. Mary’s Catholic Junior School|
|Ofsted Inspection Rating||Good|
|Address||Sydenham Road, Croydon, CR0 2EW|
|Religious Character||Roman Catholic|
|Number of Pupils||231 (53.7% boys 46.3% girls)|
|Number of Pupils per Teacher||22.3|
|Academy Sponsor||St Mary's Catholic Primary Schools Trust|
|Percentage Free School Meals||22.9%|
|Percentage English is Not First Language||62.2%|
|Pupils with SEN Support||11.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (10 July 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
Since the last inspection the school has become part of the St Mary’s Catholic Primary Schools Trust. This school, and the infant school, are the only schools within the trust. The executive headteacher is headteacher of both the infants and the junior schools. St Mary’s Catholic Primary School is an above-average-sized junior school. The majority of pupils are from Black or Black British African and Asian or Asian British Indian backgrounds, with pupils from any other ethnic background forming the next sizeable ethnic group. The proportion of pupils who speak English as an additional language is well above the national average. The proportion of pupils eligible for the pupil premium is below the national average. The proportion of pupils who have SEN and/or disabilities is below the national average. The proportion of pupils who have an education, health and care plan is above the national average. The school meets the government’s current floor standards, which set the minimum expectations for the attainment and progress of pupils in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The school is well led and managed. Senior leaders, other managers and governors have an accurate view of the school’s strengths and where further development is needed. Together they have ensured that teaching and pupils’ achievement have improved. Pupils achieve well. Standards in tests at the end of Year 6 in 2017 were above the national average, as they had been in the previous year. Pupils who have special educational needs (SEN) and/or disabilities make good progress in their learning as a result of effective support Teachers do not challenge the most able pupils consistently well. As a result, these pupils are capable of making better progress, particularly in writing and mathematics. The presentation of pupils’ work varies throughout the school. Sometimes, teachers’ expectations of pupils’ presentation are not high enough. Pupils’ behaviour is good. Pupils learn and work collaboratively in a calm and caring environment. They are very respectful towards their teachers. The school is a happy and friendly place to be. Pupils are proud of their school and have positive attitudes towards their learning. Pupils’ spiritual, moral, social and cultural development is well promoted in all aspects of school life. The role of middle leaders is developing. Some of these leaders are not confident in identifying the areas to tackle in order to improve the quality of teaching further in their areas of responsibility. Leaders have used a range of whole-school approaches to improve the quality of teaching. There is scope to build on the programme of professional development to enhance the skills of individual teachers and raise the quality of teaching and pupils’ outcomes still further. The knowledgeable governing body successfully supports and challenges leaders to maintain the school’s good standing.