The Cathedral School of St Peter and St John RC Primary

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About The Cathedral School of St Peter and St John RC Primary

Name The Cathedral School of St Peter and St John RC Primary
Ofsted Inspections
Head Teacher Mrs Diane Hanley
Address Mount Street, Salford, M3 6LU
Phone Number 01618344150
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 216
Local Authority Salford
Highlights from Latest Inspection

What is it like to attend this school?

Everybody is made to feel welcome at The Cathedral School of St Peter and St John. Pupils feel well cared for by staff.

Pupils told inspectors that there is always someone there to look after them, especially if they are feeling sad. Pupils said that staff would deal with bullying should it occur. As a result, pupils feel happy and safe.

Parents and carers appreciate the warm welcome that they receive from school staff each day.

Leaders have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). All staff strive to ensure pupils achieve their very best.

Pupils behave well throughout the school day.... They are polite and kind to each other. Playground buddies sort out any problems swiftly.

Most pupils are keen to do well. They enjoy receiving rewards for their hard work and positive behaviour.

Pupils enjoy the wide range of activities available to them, such as sports clubs and Spanish.

They access trips and visits which bring the curriculum to life. Pupils have responsibilities throughout the school. They take these roles seriously and contribute positively to the school community.

Leaders are ambitious for all pupils. They arrange for visitors, such as engineers and architects, to attend the school and talk to pupils. Pupils are inspired to consider their own future careers.

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

Since the previous inspection, leaders have designed a purposeful and interesting curriculum. Pupils learn the full range of national curriculum subjects. Leaders have carefully chosen the content that they want pupils to learn.

This builds on what they have learned before. However, not all subject leaders have considered the learning in the early years. This means that, in some subjects, children in the Reception class are not as well prepared for their learning in Year 1.

Teachers are well trained to teach the curriculum. They have a secure knowledge of the subjects that they teach. Teachers provide regular opportunities for pupils to build on what they have learned in previous lessons.

They explain new learning to pupils clearly. Teachers use assessment strategies effectively to check pupils' understanding. This helps them to identify gaps in pupils' learning and to spot any misconceptions.

Pupils receive the support they need so that they know and remember more of the curriculum.

Leaders have created a positive reading culture. All staff have been well trained to teach the phonics programme.

Reading is a priority as soon as children enter the Reception Year. There is a sharp focus on language development and communication. The environment is language rich.

Staff are clear about the sounds that children should know by the end of each half term. They ensure that reading books are carefully matched to the sounds that the children are learning. If pupils fall behind, they receive support to catch up quickly.

This means that pupils are confident readers by the time they leave key stage 1. Older pupils are knowledgeable about a wide range of authors. They enjoy reading a class book each day.

Leaders are quick to identify pupils who may need support, particularly those with SEND. Staff understand how to adjust their teaching so that all pupils receive the same learning opportunities. This helps pupils with SEND achieve well.

Most pupils behave well in school. Any slight disruption to learning is dealt with quickly. Pupils are reminded of how they should behave and respond accordingly.

Children in the early years settle quickly. They follow the established routines well.

Leaders have been relentless in their efforts to improve school attendance.

Families have responded to new initiatives. Pupils said that they love the 'classopoly' game as it makes them want to come to school. School attendance has improved considerably.

Leaders' approach to personal development is well thought out. After-school clubs meet the needs and interests of all groups of pupils. Experiences such as the whole school visit to the theatre enhance the curriculum.

Senior leaders, including governors, are clear in their ambition for the school. Subject leadership has developed considerably. This has contributed to the improvements in the curriculum.

Governors know the school well and hold leaders to account. Staff appreciate how leaders consider their workload.


The arrangements for safeguarding are effective.

Leaders and governors make sure safeguarding is a high priority. Leaders know the local community well and understand the challenges that pupils may face. Staff are well trained to recognise any risk of harm.

Leaders are swift to respond to concerns and work with external agencies when necessary. Leaders keep accurate records of actions that they take when they are concerned about a pupil. Pupils know how to keep themselves safe in a range of ways, including when working or playing online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not considered the starting points required in the early years to prepare children for their future learning. This means that children are not fully prepared for the demands of the curriculum in Year 1. Leaders need to carefully identify the knowledge children in the early years require to be successful in the next stage of their learning.

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