St Mary's Catholic Primary School
phone: 01952 388255
headteacher: Mrs Samantha Griffiths
140 pupils capacity: 81% full
60 boys 53%
55 girls 49%
Last updated: July 21, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 369753, Northing: 304629
- GPS coordinates
- Latitude: 52.639, Longitude: -2.4484
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 11, 2014
- Diocese of Shrewsbury
- Region › Const. › Ward
- West Midlands › Telford › Madeley
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles Madeley Academy TF75FB
- 0.3 miles Madeley Nursery School TF75ET (91 pupils)
- 0.5 miles Madeley Infant School TF75DL
- 0.5 miles John Randall Primary School TF74DS (217 pupils)
- 0.5 miles John Fletcher of Madeley Primary School TF75DL (400 pupils)
- 0.5 miles Haughton School TF74BW (103 pupils)
- 0.5 miles Madeley Academy TF75FB (1086 pupils)
- 0.7 miles Alexander Fleming Junior School TF74HG
- 0.7 miles Alexander Fleming Infant School TF74HG
- 0.7 miles Brindleyford Primary School TF31QD
- 0.7 miles Sir Alexander Fleming Primary School TF74HG (328 pupils)
- 0.8 miles Woodside Junior School TF75NW
- 0.8 miles Woodside Infant School TF75NW
- 0.8 miles Brookside Primary School and Early Years Centre TF31LG
- 0.8 miles Windmill Primary School TF31LG (418 pupils)
- 0.9 miles William Reynolds Infant School TF75QW
- 0.9 miles Holmer Lake Primary School TF31LD (234 pupils)
- 0.9 miles William Reynolds Primary School TF75QW (404 pupils)
- 0.9 miles Aqueduct Primary School TF43RP (237 pupils)
- 0.9 miles Abraham Darby Specialist School for Performing Arts TF75HX
- 0.9 miles Thomas Parker School TF31LB
- 0.9 miles Aqueduct Centre TF43RB
- 1 mile Woodlands Primary School TF75HX (438 pupils)
- 1 mile Abraham Darby Academy TF75HX (999 pupils)
St Mary's Catholic Primary
Coronation Crescent, Madeley, Telford, TF7 5EJ
|Inspection dates||11–12 June 2014|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||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
| The school has rapidly improved to good |
Pupils currently make good progress from
The school’s data shows that attainment has
because of the headteacher’s strong and very
effective leadership which has focused on
raising the quality of the teaching.
starting points that are often well below those
rapidly risen and the current Year 6 pupils are
on track to reach the nationally expected
levels in reading, writing and mathematics by
the time they leave the school.
| Pupils’ behaviour in and around the school is |
Teaching is good because the staff create a
The newly restructured governing body is
good and their attitudes to learning are often
exemplary. The school’s work to ensure pupils’
safety is good.
very positive climate for learning. The
headteacher has an exemplary system for the
induction of new staff and ensuring their
continuing professional development.
working very effectively to challenge and
support the school leaders. Governors
systematically check the effectiveness of the
| Although their progress is improving, there is |
Pupils in Year 3, who were below national
a gap between the attainment of pupils
entitled to funding from the pupil premium
grant and their classmates.
averages in writing and mathematics at the
end of Year 2, are yet to catch up with the
levels expected for their ages.
| Teachers do not check pupils’ learning |
Teachers do not have sufficient opportunities
sufficiently in lessons.
to observe and work alongside outstanding
teachers within the school or in other schools.
Information about this inspection
- The inspector observed teaching in six lessons. A number of these were observed jointly with
the headteacher and the assistant headteacher.
- Meetings and discussions took place with the headteacher, senior leaders, governors, pupils,
staff, parents and a representative of the local authority.
- Samples of pupils’ work were examined. Some pupils read books to the inspector.
- Too few parents used the online survey, Parent View, for it to inform the inspection. The
inspector took account of the 47 responses to the school’s own parental questionnaire.
- The inspector took account of the responses to the staff questionnaire the school had recently
- The inspector looked at a range of documents, including data on pupils’ progress and attainment
produced by the school, procedures for safeguarding, the school’s own evaluations of its work,
reports to the governing body and leaders’ plans for raising attainment.
|Geof Timms, Lead inspector||Additional Inspector|
Information about this school
- St Mary’s Catholic Voluntary Aided Primary is a smaller than average-sized primary school.
- There has been a newly appointed headteacher, deputy headteacher and significant changes to
teaching and other staff since the previous inspection.
- Almost all of the pupils are White British.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is well-above average. The proportion supported through school action
plus or a statement of special educational needs is well-above average.
- A well-above average proportion of pupils are supported by the pupil premium. This provides
additional funding for pupils who are known to be eligible for free school meals or looked after
by the local authority.
- The school’s most recent results cannot be compared to the government’s current floor
standards, which set the minimum standards for pupils’ attainment and progress, because there
were not enough pupils to make such comparisons meaningful.
What does the school need to do to improve further?
- Raise achievement further by:
ensuring more of the pupils entitled to funding from the pupil premium grant make progress
that is above that expected
accelerating the progress of the pupils in Year 3 in writing and mathematics so that they reach
the levels expected for their ages.
- Increase the proportion of outstanding teaching by:
ensuring teachers monitor the pupils’ learning in lessons more closely so they can adapt their
teaching if necessary
providing teachers with more opportunities to observe and work alongside high quality
practitioners, either in their own school or elsewhere.
|The achievement of pupils||is good|
- When they start in Reception, a significant proportion of the children have levels of skills and
abilities which are well below those typical for their age, especially in their reading, writing and
number skills. Children make good progress during the Reception year and have reached levels
close to those expected for the end of the year.
- The results of the 2013 national check on Year 1 pupils’ skills in linking letters and sounds
(phonics) were below average, but much improved over the previous year. Current pupils are on
track to do even better and exceed the 2013 national average. This reflects the good-quality
teaching of phonics and reading younger pupils receive.
- The 2013 assessments made at the end of Year 2 were below average. Pupils in Year 3 are
making good progress now, especially in reading, but still need to do more to catch up with
expected levels in writing and mathematics. The current pupils in Year 2 have made progress
that is well above that expected this year and more of them are on track to reach or exceed the
higher levels especially in mathematics.
- In 2013, Year 6 pupils were, on average, about three terms behind other pupils nationally as a
result of the legacy of inadequate teaching and poor progress in the past. However, the progress
made by the Year 6 pupils accelerated greatly after the headteacher took up her post. Current
progress evident throughout the school in the assessment data and in pupils’ work is consistently
above that expected.
- The current high quality teaching and rapid progress has brought current standards in Year 6 up
to the expected levels with many more pupils reaching the higher levels. For example, all pupils
have made twice the expected progress in reading this year. All of the girls and most boys have
also made twice the expected progress in writing and mathematics.
- Progress in reading is good throughout the school. Pupils who read to the inspector were
reading a range of books, including non-fiction, and could talk about favourite stories. A Year 1
pupil, for example, was enjoying reading a challenging book by Roald Dahl.
- In writing and mathematics, good achievement is evident throughout the school and the pupils’
skills in problem solving are being very effectively developed. This is a great improvement over
the picture at the previous inspection.
- Disabled pupils and those who have special educational needs receive effective extra help, and
this is reflected in their good progress. The school’s data show that there are no significant
differences in the achievement of other groups, including the most able, and all groups achieve
- In 2013 the pupils supported by the pupil premium were up to two terms behind their
classmates. They are now making progress in line with their peers across the school although
this has not yet been sufficient to help them close remaining gaps in achievement.
|The quality of teaching||is good|
- The pupils’ work, the school’s assessment data and direct observations in lessons all point to
consistently good quality teaching. This matches the school’s view which is based on a wide
range of monitoring activities. Although aspects of the teaching have been inadequate in the
past, strong leadership has led to significant improvements to the quality of teaching. The
current good teaching is having a very positive impact on pupils’ learning and progress.
- Leaders have a clear ambition to make more of the teaching outstanding. The work done by the
headteacher to introduce new teachers to the staff team and to continue their professional
development through training is being used by the local authority as an excellent example for
other schools. An example of this is evident in the good quality teaching now found in the early
Years Foundation Stage where the provision was an issue for improvement at the previous
- Weaknesses in achievement arising from frequent changes in staffing and inadequate teaching
in the past have been effectively addressed. However, teachers have not had enough
opportunities to observe and work with outstanding practitioners, within the school or in other
schools, so that high quality teaching skills can be spread more widely.
- Teachers ensure pupils’ attitudes to their learning and their interest in their work are strong
across the school. Pupils talk positively about how they enjoy lessons and especially how the
teachers provide them with a range of practical activities.
- Teachers’ use of assessment information and other data is good. They are aware of how well
pupils in their class is learning over time. However, teachers do not always check closely enough
on how well their pupils are learning in lessons. Because of this, misconceptions are not always
identified or addressed quickly enough.
- The regular marking of pupils’ work provides them with clear suggestions for improvements and
is constructive. Pupils talk positively about how helpful they find teachers’ marking and they
enjoy responding to the comments, which they say help them to learn more quickly. Pupils
enjoyed talking about and sharing their work with the inspector and showed a real pride in their
- Pupils who find learning more difficult and those who have specific learning needs are supported
effectively. One of the school’s strengths is the way teaching assistants work regularly with the
most-able pupils. This ensures they are aware of what high quality achievement looks like and
also gives the teachers time to work with those who find learning more difficult.
- Good quality specialist teaching is evident in physical education. The sports coach supports the
development of teachers’ skills and sessions provide some good learning opportunities for all age
groups. For example, pupils in Years 5 and 6 developed excellent bowling skills through learning
how to bowl in-swingers, out-swingers and to spin the ball.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. In all lessons observed behaviour was often exemplary and
most pupils have highly positive attitudes to learning. They are keen to learn and this has a
major impact on their good progress. Throughout the school, pupils enjoy their work. Behaviour
around the school is good and pupils get on together well at break and lunchtimes. As one pupil
said ‘All are best friends!’
- Pupils talk positively about aspects of school life which they enjoy. In particular, they are very
positive about the new leadership team and teachers, and also the sports coaching they receive.
They have excellent opportunities to take on a range of responsibilities including looking after
younger pupils, acting as librarians or taking an active part in the staff interview process.
- The school’s work to keep pupils safe and secure is good. Pupils say they feel safe in school, and
almost all the parents who completed the questionnaire confirmed this view. Pupils are confident
that there are adults in school they trust and would confide in if worried or concerned about
anything. They say bullying is rare and are aware of the different types of bullying, such as
through the use of computers or mobile phones, and of how to keep themselves safe while using
- On the rare occasions when pupils have been excluded from school this was carried out correctly
and the actions were appropriate given the circumstances. Pupils’ individual needs are catered
for wherever possible and the staff go out of their way to include pupils facing challenging
circumstances. Case studies show these pupils are well-supported and making good progress.
- Attendance is broadly average. Any patterns of regular absence are very well tracked and
followed up by the school’s business manager. Persistent absenteeism is low and is limited to a
very small number of families. The vast majority of the parents appreciate the importance of full
|The leadership and management||are good|
- Since taking up their roles, the headteacher, assistant headteacher and reconstituted governing
body have provided a strong direction for the school with a clear focus on raising achievement,
accelerating pupils’ progress and ensuring more of the teaching is consistently good. Because of
this the school is growing in popularity and pupil numbers are rising.
- Staff, governors and parents talk very positively about how well the school is led by the
headteacher. She is providing excellent leadership and is well supported by the assistant
headteacher. The clear focus on offering pupils high quality teaching, improving the learning
environment and continuously providing staff with coaching, support and challenge is having a
clear impact on the rapidly improving progress. Subject leaders, and others with leadership
responsibilities, are developing their roles well and receiving high quality support from the senior
- All staff who completed a questionnaire said they were proud to be a working at the school and
many comments were focused on the changes the new headteacher has introduced. Pupils said
she had ‘brought out the best’ in the school. The school’s view of its successes and areas for
improvement is accurate and leaders know what remains to be done to improve further. The
planning for future improvement is detailed and contains appropriate priorities.
- The monitoring of teaching and pupils’ learning is carried out effectively by leaders and
governors. The assessments made of pupils’ work are checked between staff, and with the local
authority, to make sure they are accurate. This data is used in regular meetings between leaders
and staff to track the achievement of individual pupils, enabling underachievement to be quickly
recognised and addressed.
- The local authority has provided the school with a very effective level of challenge and support.
Regular visits have checked on the improvements made by the school and validated the school’s
- Funding available through the pupil premium is used effectively to help eligible pupils to take a
full part in school life and benefit, where appropriate, from specific resources and additional help
from adults. Although their current progress is improving, these pupils need to make even more
progress if they are to fully close the gap between themselves and their classmates. The
progress being made by these and other pupils is monitored closely by the headteacher and
- The money available to promote physical education and sporting opportunities is used well.
Pupils are taking part in more sporting activities in school and with other schools, and this is
having a positive impact on their well-being.
- The curriculum promotes pupils’ spiritual, moral, social and cultural development well. Staff are
working hard to ensure the school is ready for the imminent changes to the way subjects are
planned. Well-planned enrichment activities, such as those with a visiting author and illustrator,
and through close links to the Church, have a very positive impact on pupils’ learning.
- The governance of the school:
Since the last inspection the governing body has reconstituted to make its work more efficient.
There is a knowledgeable group of governors who are having a significant impact on school
The governors hold the school to account through a wide range of monitoring activities. There
are regular visits, meetings with, and reports from, the headteacher and other staff. Recent
visits have monitored the work of the sports coach, the provision for pupils with disabilities or
who have special educational needs, and the use of the outside resources by the Reception
children. Because of this, governors have a good understanding of the quality of teaching and
of pupils’ progress
Governors have a clear understanding of the system used to determine teachers’ effectiveness
in enabling pupils to make good progress. Decisions about teachers’ pay are appropriately
linked to performance and responsibilities and, where weaknesses have needed addressing,
the governing body has been fully and appropriately involved
Governors track finances well are fully involved in decisions about how to spend additional
money, such as the pupil premium and sports 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||123556|
|Local authority||Telford and Wrekin|
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||108|
|Appropriate authority||The governing body|
|Date of previous school inspection||31 October 2012|
|Telephone number||01952 388255|
|Fax number||01952 388244|