School etc

St Gregory's Catholic Primary School

St Gregory's Catholic Primary School
Harry Rose Road
West Midlands

phone: 024 76445900

headteacher: Mrs Ina Murphy

reveal email: head…


school holidays: via Coventry council

203 pupils aged 4—10y mixed gender
210 pupils capacity: 97% full

110 boys 54%


95 girls 47%


Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 437309, Northing: 279082
GPS coordinates
Latitude: 52.408, Longitude: -1.453
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 24, 2013
Archdiocese of Birmingham
Region › Const. › Ward
West Midlands › Coventry North East › Wyken
Urban > 10k - less sparse
Free school meals %

rooms to rent in Coventry

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List of schools in Coventry

School report

St Gregory's Catholic Primary


Harry Rose Road, Coventry, CV2 5AT

Inspection dates 24–25 September 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Pupils achieve well. Many of them start
Teaching is good with some outstanding
As a result of enthusiastic teaching, all groups
Reception with levels of development below
those typical for their age. After a dip in
progress in 2012, it increased considerably
last year to be good at each key stage.
practice. Teachers plan activities that capture
pupils’ interest so that they are enthusiastic
to learn and achieve well.
of pupils, including disabled pupils, those with
special educational needs, and those for
whom English is an additional language,
make good progress in their learning.
The school is very successful in developing
Pupils feel safe and behave well in lessons and
The headteacher and leadership team have
The governors are well informed about the
pupils’ spiritual, moral, social and cultural
awareness in assemblies, lessons and through
many extra-curricular activities and educational
around the school. They are respectful and
courteous and this contributes to a calm and
purposeful atmosphere.
successfully improved teaching and raised
standards. They have high expectations and
are supported well by all staff.
school. They are proud of the school and have
helped staff to raise achievement through high
levels of challenge and support.
The proportion of outstanding teaching is not
yet high enough; a small amount requires
improvement. In these lessons, work is not
always at the right level for everyone in the
class and pace of learning is slow.
At times, pupils spend too long listening to
teachers, and are not given enough
opportunity to experiment and explore their
own ideas, particularly in science.

Information about this inspection

  • Inspectors observed 20 lessons, nine of which were seen together with senior staff, two
    assembles and visited two phonics sessions (where pupils learn how sounds in words are
    represented by different letter combinations). They examined pupils’ books, talked to pupils
    about their work and listened to pupils read.
  • Meetings were held with staff, pupils, the vice-chair of the governing body, and two
    representatives from the local authority. Inspectors spoke to a number of parents and carers at
    the start of the school day.
  • Inspectors took account of the views of 22 parents and carers who responded to Parent View,
    the online questionnaire and 22 responses to the staff questionnaire.
  • The inspectors looked at a range of school documents including the school’s data on pupils’
    recent assessment results and current progress; its self-evaluation records and development
    plan; the school’s checks on teaching; records relating to pupils’ behaviour and attendance; the
    safeguarding of pupils; and details of governance.

Inspection team

Ann Behan, Lead inspector Additional Inspector
Patrick Cook Additional Inspector

Full report

Information about this school

  • This is a smaller-than-average-sized primary school.
  • Most pupils are from White British backgrounds but the proportion from minority ethnic groups is
    above average.
  • The proportion of pupils who speak English as an additional language is above average.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is average.
  • A well-above-average proportion of pupils are supported through school action plus or through a
    statement of special educational needs.
  • The proportion of pupils who are supported by pupil premium funding, which in this school
    provides additional support for children in the care of the local authority and pupils known to be
    eligible for free school meals, is average.
  • There is an on-site provision of care through the ‘Pilgrim Care Club’, managed by the governing
    body, which caters for the school’s pupils before and after school.
  • The school meets the current government floor standards, which set the minimum expectations
    for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Improve the quality of teaching so that it is always at least good with more outstanding by
    ensuring that:
    teachers consistently plan activities that are accurately matched to the needs and abilities of
    all pupils so that lessons run at a brisk pace and pupils remain engaged in their learning at all
    there are more opportunities for pupils to work independently or in groups to explore their
    own ideas, particularly in science.

Inspection judgements

The achievement of pupils is good
  • By the time they leave at the end of Year 6, nearly all pupils reach the levels expected for their
    age in English and mathematics. In 2013 the percentage exceeding expected progress was
    above the national average. National test results for Year 6 in 2013, although unvalidated, show
    that pupils’ attainment has improved significantly to be broadly average which represents good
    achievement given their starting points in Year 3. Achievement is good for all groups of pupils
    across the school, regardless of their ethnic heritage.
  • Children start school in Reception with skills and knowledge that are below those typical of their
    age, particularly in aspects of communication, language and literacy. Progress during Reception
    is good, especially in the way pupils build up their awareness of links between letters and
  • In Years 1 and 2, pupils make good progress, building on good foundations from Reception. The
    teaching of reading and phonics has improved since the last inspection and the number of pupils
    reaching expected levels in reading in 2013 is above average. This represents a significant
    improvement on 2011 and 2012.
  • Pupils’ attainment in mathematics has not been as good as in English and has varied from year
    to year and between different groups. This is because, until recently, teaching in mathematics
    was not as strong as in English. Since the last inspection, the school has successfully focused on
    improving teaching and raising standards of attainment in mathematics and is an improvement
    in the school’s results, in 2013.
  • The progress of disabled pupils, those who have special educational needs, and of those for
    whom English is an additional language is good. In some cases, individual pupils make faster
    progress because they receive extra teaching and support. This good achievement reflects the
    school’s success at promoting equal opportunities.
  • The school uses pupil premium funding effectively for individual and small group work so that
    eligible pupils make similar progress to that of other pupils. In 2012 at the end of Year 6, the
    attainment of pupils eligible for pupil premium in English was the same as other pupils in school
    and approximately six months behind in mathematics. Recent test results and current
    assessments show that the gap in performance in mathematics is narrowing.
  • Funding provided through primary sport has been used to introduce a number of different
    sporting activities. However, it is too early to measure the success of these new developments.
The quality of teaching is good
  • Evidence from lesson observations and from looking at the quality of pupils’ work and
    assessment data, shows that teaching has improved since the last inspection and that good
    teaching has helped all groups of pupils to achieve well.
  • Teaching in Reception is consistently good with some outstanding. Adults focus on developing
    children’s basic literacy and numeracy skills as well as their personal development. They plan a
    wide range of activities to stimulate children’s curiosity and provide excellent resources to
    support good learning.
  • In the best lessons, teachers plan activities carefully, paying attention to assessment data and
    individual learning needs. They use good questioning to check pupils’ understanding and adapt
    teaching styles appropriately. This was evident in a Year 5 and 6 mathematics lesson on
    multiplication of decimals. The teacher explained the purpose of the lesson clearly, pupils were
    given opportunities to practise and explore their ideas in different groups and individually. Pupils
    also judged the success of their own and other pupils’ work. The teacher provided appropriate
    challenge to match all abilities, leading to outstanding learning and progress.
  • Where teaching requires improvement, particularly in science, teachers do not plan activities that
    are at the right level for different ability groups. Sometimes, pupils sit for too long listening to
    explanations from the teacher about what they will be doing. This limits the opportunities for
    pupils to work alone or in groups to experiment and explore their own ideas.
  • The teaching of phonics has improved so that it is now good. Sessions observed by the
    inspectors showed pupils grouped together by ability, making good progress. Pupils enjoy
    activities that develop their skills in linking letters to sounds and sounding and blending letters to
    read unfamiliar words.
  • Marking is good. Pupils are given clear guidance about what they need to do to improve. In the
    best practice pupils are provided with opportunities to reflect on teachers’ feedback and to
    respond to the advice they have been given.
  • Support for disabled pupils, those who have special educational needs, those who are eligible for
    pupil premium and those for whom English is an additional language is consistently good. Their
    progress is checked regularly and extra help is provided when it is needed. The skills of
    additional adults are used effectively to help pupils and as a result they make at least good
The behaviour and safety of pupils are good
  • Pupils are respectful and behave well in lessons and around school. They are courteous and
    polite to one another and to adults. This contributes to the friendly, safe and calm atmosphere
    of the school.
  • Pupil’ positive attitudes to learning contribute well to their progress. They are keen to do well,
    eager to answer questions, enjoy working in groups and individually and take pride in their work.
    However, when they are required to sit and listen for too long, or given work that is not of the
    right level of challenge, they tend to lose concentration and fidget instead of paying attention.
  • Pupils say they feel well cared for and safe. They say bullying is rare and when it does occur
    they are confident it will be dealt with effectively by staff. Parents and carers who were spoken
    to during the inspection and those who responded to the online questionnaire supported these
  • The curriculum is well planned and ensures that pupils have a good understanding of how to
    stay safe, know about different kinds of bullying and are aware of the dangers of the internet.
    They know about the advantages of healthy living and life-styles. Pupils told inspectors that they
    value the support and advice that they receive.
  • Attendance has improved so that it is broadly average. The school has rigorous systems in place
    to monitor attendance and punctuality. Staff work hard to persuade parents and carers that it is
    important that pupils attend school regularly and that they are on time.
The leadership and management are good
  • The headteacher, deputy headteacher and middle leaders provide strong leadership and have
    improved the quality of teaching. Since the last inspection, they have worked closely with the
    local authority to implement new systems for monitoring lessons, supported by well-targeted
    professional development. This has resulted in improvements in teaching and in the learning and
    achievement of pupils, particularly in mathematics.
  • Staff morale is high. All responses to the staff questionnaire were positive.
  • The headteacher and other leaders have a clear and accurate understanding of the strengths
    and weaknesses of the school. Senior staff meet regularly with teachers and leaders to discuss
    progress towards meeting annual objectives. Training is closely linked to improving skills in
    teaching and to improving the leadership and management skills of subject and key stage
    leaders. Underperformance is dealt with quickly and salary increases are not awarded unless
    performance over time warrants them.
  • The school promotes equal opportunities well. Individual pupils benefit from the additional
    funding the school receives through the pupil premium to provide additional teaching in English
    and mathematics, small group and individual work and to ensure eligible pupils have full access
    to extra-curricular and cultural activities. This reflects the commitment to equal opportunity for
    all pupils, to tackling discrimination and being fully inclusive.
  • There is a wide range of experiences available to pupils that make an outstanding contribution to
    their spiritual, moral, cultural and social development. This is evident in assemblies, in lessons
    and through numerous extra-curricular opportunities, cultural visits and activities.
  • Responses from parents and carers who were spoken to during the inspection and from the
    online questionnaire indicate that parents and carers are overwhelmingly pleased with education
    and care provided by the school.
  • The school works with a wide range of partners which includes local nurseries, primary and
    secondary schools, local support agencies for pupils whose circumstances may make them
    vulnerable and a variety of local community groups and charities. There is a positive working
    relationship between the school and the local authority, which provides good support to the
  • The governance of the school:
    The governing body ensures that all statutory requirements are met, including those to
    promote keeping pupils safe. Governors are proud of the school and are committed to
    providing the best education for its pupils. They have a good understanding of how well the
    school is performing. Through the training they have received, they are able to analyse the
    school’s results in national assessments compared to similar schools nationally. They are
    involved fully in linking staff pay awards to the effectiveness of teaching. They monitor
    expenditure closely and are rigorous in ensuring that resources are used effectively to benefit
    pupils, including the use of pupil premium and primary sport funding.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 103721
Local authority Coventry
Inspection number 426937

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary aided
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 204
Appropriate authority The governing body
Chair John McCann
Headteacher Ina Murphy
Date of previous school inspection 29 February 2012
Telephone number 02476 445900
Fax number 02476 650274
Email address reveal email: adm…


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