St Gregory's Catholic Primary School
phone: 024 76445900
headteacher: Mrs Ina Murphy
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 %
- 0.1 miles Coventry Secure Unit CV25NY
- 0.2 miles Richard Lee Primary School CV25FU (543 pupils)
- 0.2 miles Richard Lee Junior School CV25FU
- 0.2 miles Richard Lee Infant School CV25FU
- 0.4 miles Caludon Castle School CV25BD
- 0.4 miles Wyken Extended Learning Centre CV25BD (3 pupils)
- 0.4 miles Caludon Castle School CV25BD (1531 pupils)
- 0.5 miles Clifford Bridge Primary School CV32PD (295 pupils)
- 0.5 miles Ravensdale Junior School CV25GQ
- 0.5 miles Ravensdale Infant School CV25GQ
- 0.6 miles Ernesford Grange Primary School CV32HN (524 pupils)
- 0.6 miles Ravensdale Primary School CV25GQ (474 pupils)
- 0.8 miles Wyken Croft Primary School CV23AA (700 pupils)
- 0.8 miles Wyken Croft Junior School CV23AA
- 0.8 miles Wyken Croft Infant School CV23AA
- 0.9 miles Pearl Hyde Community Primary School CV22NB (294 pupils)
- 0.9 miles Ernesford Grange Community School CV32QD
- 0.9 miles Dartmouth School CV23DN
- 0.9 miles Centre 4 CV23DN
- 0.9 miles Ernesford Grange Community Academy CV32QD (562 pupils)
- 0.9 miles Seva School CV23DN
- 1 mile Sowe Valley Primary School CV32QX (205 pupils)
- 1 mile St Bartholomew's Church of England Primary School CV32LP
- 1 mile St John Fisher Catholic Primary School CV23NR (413 pupils)
St Gregory's Catholic Primary
Harry Rose Road, Coventry, CV2 5AT
|Inspection dates||24–25 September 2013|
|Overall effectiveness||This inspection:||Good||2|
|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
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.
|Ann Behan, Lead inspector||Additional Inspector|
|Patrick Cook||Additional Inspector|
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
- 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
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.
|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 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.
|Unique reference number||103721|
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|
|Date of previous school inspection||29 February 2012|
|Telephone number||02476 445900|
|Fax number||02476 650274|