School etc

St Mary's Catholic Primary & Nursery School

St Mary's Catholic Primary & Nursery School
East Anglian Way
Great Yarmouth

phone: 01493 445117

headteacher: Mrs Victoria Long


school holidays: via Norfolk council

214 pupils aged 2—10y mixed gender
210 pupils capacity: 102% full

110 boys 51%


105 girls 49%


Last updated: June 20, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 652412, Northing: 304759
GPS coordinates
Latitude: 52.582, Longitude: 1.7244
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 14, 2013
Diocese of East Anglia
Region › Const. › Ward
East of England › Great Yarmouth › St Andrews
Urban > 10k - less sparse
Free school meals %

rooms to rent in Great Yarmouth

Schools nearby

  1. 0.3 miles Wroughton Junior School NR318BD (312 pupils)
  2. 0.3 miles Wroughton Infant School, Gorleston NR318AH (239 pupils)
  3. 0.3 miles East Norfolk Sixth Form College NR317BQ
  4. 0.4 miles Stradbroke Primary School NR316LZ (202 pupils)
  5. 0.4 miles Stradbroke Primary School NR316LZ
  6. 0.5 miles Brooklands Centre NR317BP
  7. 0.5 miles Senior Tutorial Centre NR317BP
  8. 0.7 miles Peterhouse First School NR317PZ
  9. 0.7 miles Peterhouse Middle School NR317BY
  10. 0.7 miles Lynn Grove VA High School NR318AP
  11. 0.7 miles Peterhouse Primary School NR317BY
  12. 0.7 miles Lynn Grove High School NR318AP (1110 pupils)
  13. 0.7 miles Peterhouse CE VA Primary school NR317BY (355 pupils)
  14. 0.9 miles Greenacre First School NR303ED
  15. 1 mile Greenacre Primary & Nursery School NR303DT
  16. 1 mile Greenacre Middle School NR303DT
  17. 1 mile Great Yarmouth Primary Academy NR303DT (445 pupils)
  18. 1.1 mile Herman First School, Gorleston NR317JL
  19. 1.1 mile Edward Worlledge Community Primary School NR310ER (233 pupils)
  20. 1.1 mile Herman Middle School, Gorleston NR317JL
  21. 1.1 mile Great Yarmouth College NR310ED
  22. 1.1 mile Herman Community Primary School NR317JL
  23. 1.1 mile Ormiston Herman Academy NR317JL (302 pupils)
  24. 1.2 mile Homefield VC CofE Primary School NR318NS (246 pupils)

List of schools in Great Yarmouth

School report

St Mary's Catholic Primary

and Nursery School

East Anglian Way, Gorleston, Great Yarmouth, NR31 6QY

Inspection dates 14–15 March 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 Outstanding 1
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

Children in the Nursery make an outstanding
Pupils in the rest of the school make good
Attainment in reading, writing and
Teaching is good. Activities are well matched
start to their education.
progress and achieve well. Many disabled
pupils and those who have special
educational needs make excellent progress.
mathematics is above average by the end of
Year 6.
to pupils’ learning needs. Lessons frequently
fire pupils’ enthusiasm for learning.
Behaviour and safety are outstanding. Pupils
Leadership and management are good. The
work hard during lessons. They are helpful and
supportive towards each other and in their
responses to adults. The school makes
exceptional provision for pupils’ personal
headteacher and governing body have brought
about significant improvements in all aspects
of the school’s work, including teaching and
pupils’ achievement.
A small amount of teaching still requires
Sometimes, teachers do not involve pupils in
evaluating how well they are doing or how
they could make their work even better.
In a few lessons, teachers do not question
While above average at the end of Year 6,
pupils enough or get them to explain how they
have arrived at the answers they give.
attainment in mathematics tends to lag behind
that in reading and writing.

Information about this inspection

  • Inspectors observed 14 lessons or parts of lessons. They were accompanied by the headteacher
    on seven of the observations.
  • Meetings were held with governors, the headteacher, senior leaders, members of staff with
    additional responsibilities, pupils and a representative of the local authority.
  • Inspectors looked at the work in pupils’ books and discussed it with them. They also listened to
    pupils reading.
  • Inspectors took account of the school’s information about pupils’ attainment and progress, its
    self-evaluation and plans for future improvements. Inspectors also looked at a range of
    documents and policies concerned with school management and keeping pupils safe.
  • Inspectors considered 18 responses to the staff questionnaire. There were not enough
    responses to the online survey (Parent View) to trigger an analysis. Inspectors considered the
    results of the school’s own survey of parents’ views.
  • During this inspection, inspectors asked additional questions designed to ascertain the school’s
    view of the impact and effectiveness of local authority services to support school improvement.
    This information will contribute to work being carried out by Ofsted to assess the use, quality
    and impact of those services.

Inspection team

Godfrey Bancroft, Lead inspector Additional Inspector
David Lewis Additional Inspector

Full report

Information about this school

  • The school is a little smaller than the average-sized primary school.
  • The majority of pupils are of White British heritage. The proportion of pupils from minority
    ethnic backgrounds is broadly average, but rising steadily. The proportion who speak English as
    an additional language is a little above average and is also rising steadily.
  • The proportion of disabled pupils and those who have special educational needs supported at
    school action is broadly average; however, the proportion supported at school action plus or
    through a statement of special educational needs is almost twice the national average.
  • The proportion of pupils for whom the school receives additional government funding through
    the pupil premium is broadly average. This funding supports those pupils who are known to be
    eligible for free school meals, any in the care of the local authority and pupils who have a parent
    serving in the armed services.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Make sure that all teaching is at least good or better by:
    giving pupils more opportunities to pose and answer questions and to discuss and explain how
    they have arrived at their answers
    involving all pupils more in evaluating how well they are progressing and in understanding
    how to make their work even better.
  • Raise attainment in mathematics so that it improves to match that in reading and writing by:
    strengthening the focus on developing pupils’ skills of adding, subtracting, multiplying and
    creating more opportunities for pupils to use and apply their mathematical knowledge and
    skills across all subjects.

Inspection judgements

The achievement of pupils is good
  • Children’s knowledge and skills when they begin in the Nursery are below and in some cases
    well below those expected for their age. Children are given an excellent start and make
    exceptional progress in all areas of learning.
  • The rate of children’s progress slows down in the Reception year, but is still good. The majority
    of children start in Year 1 with knowledge and skills in all areas of learning that are at least
    average and in some cases above average for their age.
  • Pupils in Key Stage 1 make good progress and by the end of Year 2, standards in reading and
    writing are above average. Attainment in mathematics lags behind reading and writing and is
    broadly average.
  • During Key Stage 2, pupils’ good progress is sustained and by the end of Year 6, attainment in
    reading, writing and mathematics is above average. However, while improvement in
    mathematics is evident at Key Stage 2, there is a still a slight gap between standards in
    mathematics and those in reading and writing.
  • Throughout the school, pupils are enthusiastic readers, with younger pupils grasping and
    applying their early knowledge of the sounds that letters make to good effect. Many pupils say
    they read regularly at school and at home.
  • Many disabled pupils and those who have special educational needs, including those who have a
    statement of special educational needs, make exceptionally good progress. Pupils who speak
    English as an additional language settle in quickly and also make outstanding progress, with
    several reaching levels that are higher than those expected for their age.
  • Those pupils who are entitled to the pupil premium also do well. Pupils who are known to be
    eligible for free school meals are a term ahead of their counterparts in other schools and only a
    term behind other pupils in St Mary’s. Some of these pupils reach levels and make progress that
    exceeds that expected for their age.
  • Improvements in attainment and progress can be clearly seen in pupils’ books. Attainment has
    improved greatly since the last inspection. The above average standards seen in Year 6 are on
    course to be sustained in Years 4 and 5. Many pupils in these year groups are already making
    more than the expected progress.
The quality of teaching is good
  • Teaching is good and during the inspection many lessons included aspects of outstanding
    practice. Teaching in the Nursery is consistently outstanding in all areas of learning.
  • Teachers invariably match work precisely to the needs of different groups of pupils. There is
    often good challenge for more-able pupils. Work is also planned carefully to meet the needs of
    disabled pupils and those who have special educational needs, those entitled to the pupil
    premium and those who speak English as an additional language. Teaching assistants make a
    valuable contribution to the learning of these pupils, and they benefit from individual attention
    and from working in small groups.
  • The basic skills of speaking and listening, reading, writing, and information and communication
    technology are taught well. This is also the case in many lessons for mathematics. In a few
    lessons, teachers do not give enough attention to developing pupils’ ability to add, subtract,
    multiply and divide in mathematics.
  • The most effective teaching captures pupils’ enthusiasm and interest. As a result, pupils are
    involved fully in responding to questions and become confident, independent learners. In a few
    lessons, this is not the case and pupils’ progress slows down. This happens when teachers too
    readily provide answers for pupils, rather than posing questions that enable them to discuss their
    ideas with their classmates and draw conclusions for themselves.
  • The assessment of pupils’ attainment and progress is accurate. The information gained from
    assessment is used well to plan the next stages of pupils’ learning. Many pupils, particularly in
    Year 6, are exceptionally well informed about the levels they have attained and know precisely
    what to do to reach the next level. There are some lessons in which teachers do not involve
    pupils enough in assessing their own progress and in thinking about what they need to do next
    to improve their work.
The behaviour and safety of pupils are outstanding
  • Behaviour in lessons and around the school, including in the Nursery, is exemplary. Pupils are
    proud of their school and rightly proud of their achievements.
  • Pupils say they feel safe at school and their parents confirm this. The school’s outstanding
    promotion of pupils’ personal development enables them to develop confidence as learners.
    Members of staff, the governing body and indeed the pupils are all fully committed to ensuring
    equality of opportunity for all and to making certain that no form of discrimination is present. In
    this respect, the dedication of the school’s ‘pastoral learning mentor’ makes an outstanding
  • Pupils fully understand the threat of bullying in its various forms and are committed to ensuring
    that none takes place. They are fully aware of the dangers posed by inappropriate use of the
    internet. Pupils show great respect and support for each other. This applies especially to pupils
    who are new to the school and to those who come from minority ethnic groups.
  • Pupils contribute exceptionally well to all aspects of school life. They are proud to be members of
    the influential school council; they raise funds for charities and participate with great enthusiasm
    in the wide range of school clubs and eco-projects.
  • School leaders have worked effectively to improve attendance and their efforts are bearing fruit.
    Even so, attendance remains a little below average.
The leadership and management are good
  • The highly effective leadership of the headteacher, supported by the governing body and senior
    leaders is bringing about significant improvements in all aspects of the school’s work. Staff with
    additional responsibilities, such as key stage leaders and the special educational needs
    coordinator, also contribute well to school improvement. Leadership and management of the
    Nursery are outstanding.
  • Standards are rising, pupils’ progress is improving and the quality of teaching is better than it
    was. All the improvements have come about since the previous inspection and provide a strong
    indication of the schools’ capacity to go on improving in the future.
  • Self-evaluation is accurate and is based on highly effective systems for checking on the quality
    of the school’s work. Careful consideration is given to the findings of self-evaluation to identify
    what needs to be done to improve further and leaders set challenging targets for pupils’
    attainment and progress. No-one is complacent and there is a clear commitment to make the
    school even better.
  • The school has become very effective in bringing about improvements in the quality of teaching.
    This is achieved through frequent checks on teachers’ work by school leaders, the governing
    body and the local authority. There is good support for the continued professional development
    of teachers and for those who are new to the school and to the profession. Good practice is
    shared and financial rewards for teachers’ performance are linked directly to improvements in
    pupils’ attainment and progress.
  • The range of subjects and additional activities provided for pupils caters well for their academic
    development and for their spiritual, moral, social and cultural development. However, in some
    years not enough is done to develop pupils’ mathematical knowledge and skills across all
    subjects. Provision for pupils’ personal development, raising their self-esteem and enabling them
    to become confident learners, is outstanding. Pupils greatly appreciate, enjoy and benefit from a
    good range of school clubs and educational visits.
  • Links with parents are a strength and the school has excellent systems for keeping them
    informed about how well their children are progressing. Parents are particularly appreciative of
    the excellent support provided by the school’s ‘parent support adviser’.
  • The local authority has provided highly effective support for the school. This dates back to 2007
    when it supported the school as it emerged from special measures. The local authority has
    played its part in the school’s improvement. It has done this, for example, by checking the
    school’s self-evaluation, sharing information about pupils’ attainment and progress and
    supporting measures that have brought about improvements in the quality of teaching. The local
    authority is now rightly confident that the school can stand on its own two feet. Even so, the
    school has chosen to purchase various services from the authority because it values the help it
  • The governance of the school:
    Several governors are relatively new to their role. Under the highly effective leadership of the
    Chair of the Governing Body, they are doing a good job. They have also gained in confidence
    by accessing the training for governors provided by the local authority. Governors are
    knowledgeable about all aspects of the school’s work, including how well pupils from the
    various groups are progressing. Each governor is linked to one of the classes and they visit
    frequently to check on pupils’ progress and on the success of the various initiatives for
    improvement. Each committee of the governing body focuses closely on the school’s self-
    evaluation and on the aspects of development for which it is responsible. Governors make
    sure that the school’s budget is used wisely, including checking on the value, in terms of
    pupils’ progress, provided by funding such as the pupil premium. Governors are fully aware of
    the big impact the ‘pastoral learning mentor’ has, the ‘parent support adviser’ and the
    individually targeted support provided for those pupils who are entitled to the pupil premium.
    Governors also fulfil other essential duties well, including make sure that arrangements for the
    safeguarding of pupils meet current requirements. Governors are fully involved in judging how
    teachers should be rewarded for improvements in their performance and in evaluating the
    quality of teaching.

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 121144
Local authority Norfolk
Inspection number 405998

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 3–11
Gender of pupils Mixed
Number of pupils on the school roll 218
Appropriate authority The governing body
Chair John Harris
Headteacher Victoria Long
Date of previous school inspection 27 January 2011
Telephone number 01493 445117
Fax number N/A
Email address reveal email: off…


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