Corpus Christi Catholic Primary School

What Ofsted said

From the inspection on 18 April 2023

Pupils, including children in the early years, benefit from a high-quality education at this small, family-orientated school. They arrive each day eager to learn. Friendly staff get to know pupils and their families well. Governors, leaders and staff are united in their aim to provide pupils with the best possible education. To this end, leaders have designed a curriculum which interests pupils and helps them to achieve well across a range of subjects. Pupils enjoy learning in the calm and nurturing environment that leaders have created. This helps pupils, including those with special educational needs and/or disabilities (SEND), to feel happy and safe in school. Leaders expect pupils to behave well and most pupils rise admirably to these expectations. Staff act as positive role models for pupils, leading by example to show pupils how to use their manners. Pupils are polite and they move around the school in an orderly manner. Pupils are keen to look after each other. Any falling-out between friends is resolved quickly. Leaders act swiftly to deal with any instances of bullying. Pupils know who to go to if they have any worries and they are confident that staff would help them if needed. Pupils enjoy contributing to leaders' decision-making through their roles as eco-warriors, school councillors and well-being ambassadors. There is a wide range of extra-curricular opportunities to support pupils to pursue their interests and talents. For instance, pupils enjoy honing their sporting skills and singing in the choir.

What the school should improve

• In a small number of subjects, leaders have not given enough thought to the order in which some aspects of key curriculum vocabulary should be taught. This hinders teachers in designing learning in these subjects. Leaders should refine their curriculum thinking so that teachers are clear about the order in which pupils should learn essential subject-specific vocabulary.
• At times, some staff do not use subject-specific vocabulary when teaching phonics. This slows some pupils' progress in deepening their understanding of the school's phonics programme. Leaders should ensure that staff receive the support that they need so that they are confident in using the correct terminology when teaching phonics and in reading opportunities across the curriculum.

Read the full Ofsted report (opens in a new tab)