|Name||The Saint Augustine’s Catholic Voluntary Academy|
|Ofsted Inspection Rating||Requires improvement|
|Address||Kesteven Road, Stamford, PE9 1SR|
|Religious Character||Roman Catholic|
|Number of Pupils||128 (52.3% boys 47.7% girls)|
|Number of Pupils per Teacher||18.2|
|Academy Sponsor||St Therese Of Lisieux Catholic Multi Academy Trust|
|Percentage Free School Meals||36.7%|
|Percentage English is Not First Language||11.5%|
|Pupils with SEN Support||12.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (05 March 2019)
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Information about this school
The school joined the St Therese of Lisieux Catholic Multi-Academy Trust in September 2018. The powers of governance lie with the trustees of the trust. The trustees have appointed a committee known as the local governing body. The trustees delegate some of their powers to the local governing body. The headteacher joined the school in September 2018. The proportion of pupils with a first language not believed to be English is below the national average. The proportion of disadvantaged pupils is above the national average. The proportion of pupils with SEND is below the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement The school has experienced a period of turbulence, which has resulted in a decline in the quality of teaching and learning. In 2018, too few pupils left the school well prepared for the next stage of their education. Sometimes teachers do not use well enough their knowledge of what pupils can already do to set tasks that accurately meet their needs. Teaching, learning and assessment require improvement because some weaknesses still remain in teachers’ subject knowledge and expectations, the teaching of reading and grammar and in the use of assessment to plan lessons which enable pupils to make good progress. Sometimes teachers do not use the correct grammar when communicating with pupils verbally, in workbooks and on displays. The expectations of teachers are sometimes not high enough. Pupils are not routinely challenged to achieve more, and some pupils do not make the progress of which they are capable. In the early years, sometimes staff do not use assessment information carefully to plan for children’s next steps in learning. Sometimes children repeat tasks they have already demonstrated they can do. The school has the following strengths Together, leaders and trust directors have quickly evaluated the school’s strengths and weaknesses. Their actions to drive change are rapidly improving the quality of teaching and learning. Pupils behave well. They are kept safe and are respectful of others. The school’s curriculum is well balanced and broad. Staff develop pupils’ spiritual, moral, social and cultural development well. Pupils, parents and carers understand the value of regular attendance. Attendance is consistently above the national average.