Ss John Fisher and Thomas More Catholic Primary School

What Ofsted said

From the inspection on 13 June 2023

Leaders and staff share the same high expectations for pupils' behaviour and achievement. Pupils are proud to attend this school. They work hard and try their best. Most pupils, including those with special educational needs and/or disabilities (SEND), achieve well. Pupils' behaviour around the school is calm. Older pupils support younger children in the playground. They play happily together during social times. Pupils welcome visitors readily and enjoy talking about their school experience. Staff cater well for pupils' emotional well-being. For example, pupils value the help that they receive through the 'Talk Team'. As a result, pupils are reassured that they have someone they can talk to in school. Pupils benefit from exciting trips, such as visits to farms, beaches and the Lake District. Pupils in Year 6 spoke enthusiastically about their recent performance of 'Macbeth' at a literary festival. Children and pupils in the nurture room enjoy caring for Arlo, the school therapy dog. Within this diverse community, there is an understanding and an appreciation of difference. Pupils display kindness to one another. Leaders do not tolerate bullying. They take effective action when it happens. This helps pupils to feel safe in school. Leaders help to prepare pupils for life in modern Britain. For instance, pupils take part in democratic election processes to act as the head boy or girl, and to be representatives of the school parliament. Pupils take these leadership roles seriously, and they are well respected by their peers.

What the school should improve

• In a small number of subjects, leaders have not identified the essential knowledge that pupils should learn. In these subjects, some pupils are hindered in developing a deep body of knowledge that allows them to make secure connections in their learning. Leaders should ensure that the essential knowledge that staff should deliver is identified and sequenced appropriately so that pupils can build on what they already know.
• In some subjects, teachers do not use assessment strategies as well as they could to check what pupils know and remember of the intended curriculum. This hinders some teachers from identifying misconceptions and gaps in pupils' knowledge quickly enough. Leaders should continue to refine their approach to assessment in these subjects, to support teachers to identify and address any gaps in pupils' knowledge.

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