St Mary's Catholic Primary School, Crewe

What Ofsted said

From the inspection on 27 June 2023

Pupils are happy to be members of this caring and nurturing school community. They get on well together and make lots of friends. Pupils benefit from the strong relationships that they have with staff. They know that staff care about them. Pupils who are new to school are warmly welcomed. They settle into school life quickly. Leaders and staff have high expectations of pupils' behaviour. In lessons and around school, pupils behave well. Any occasional arguments are sorted out quickly. Pupils said that there is always someone to talk to if they have any worries or concerns. When bullying does occur, it is dealt with effectively by staff. This helps pupils to feel safe. Leaders have high expectations for what pupils should achieve. In the main, pupils achieve well. Staff provide effective support, including for pupils who are new to the country and for pupils with special educational needs and/or disabilities (SEND). Pupils enjoy the clubs that they attend such as French, art and sports clubs. They talked excitedly about the choir performances that they take part in. Pupils are proud to make a positive difference to their local community, for example, by supporting a local food bank. Pupils contribute to school life by taking on leadership responsibilities. They relish becoming school councillors, librarians or digital leaders. They are excited to be involved in creating and designing the school's planned peace garden.

What the school should improve

• In a few subjects, leaders do not focus sharply enough on how well changes to the curriculum are being implemented. In these subjects, some teachers do not receive sufficient guidance to deliver these curriculums as intended. Leaders should ensure that monitoring is sharply focused on ensuring that the amended curriculums are taught consistently well and that support is provided for teachers where it is needed.
• In a small number of subjects, leaders' systems to check pupils' learning do not allow teachers to identify with sufficient precision whether pupils have learned the essential subject knowledge and concepts that they should. As a result, a few pupils develop gaps in their knowledge and understanding. Leaders should ensure that they refine their assessment systems in these subjects so that teachers are well equipped to check that pupils' knowledge and understanding are secure.

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