|Name||The Marist Catholic Primary School|
|Address||Old Woking Road, West Byfleet, KT14 6HS|
|Religious Character||Roman Catholic|
|Number of Pupils||418 (48.8% boys 51.2% girls)|
|Number of Pupils per Teacher||24.9|
|Academy Sponsor||Xavier Catholic Education Trust|
|Percentage Free School Meals||3.3%|
|Percentage English is Not First Language||18.2%|
|Pupils with SEN Support||8.9%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
This school is of average size for a primary school.
The number of pupils the school is able to take in each year group has increased from a maximum of 45 to 60. All year groups up to Year 4 now have two classes; there are three classes across Years 5 and 6, one of which is a mixed-age class. Children in the Reception classes attend full time.
Most pupils are White British. Other pupils come from a wide range of ethnicities. The proportion of disabled pupils and those with special educational needs is about one in every 10.
This is below average. The proportion of disadvantaged pupils is below average, about one in 20. This includes pupils who are eligible for free school meals and children looked after by the local authority.
The school receives additional funding from the government to promote the achievement of these pupils. This is known as the pupil premium. There have been many changes in staffing since the previous inspection.
However, the leadership team remains the same. The school works closely with four other schools across the deanery: St Dunstan’s Primary School; St Hugh of Lincoln Primary School; St Augustine’s Primary School; and St John the Baptist Secondary School. Within the local authority, the headteacher collaborates with and helps to support other schools.
The school meets the government’s current floor standards. These are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics.
Summary of key findings for parents and pupils
This is a good school.
The headteacher has provided strong leadership, successfully improving teaching and raising standards since the previous inspection. Teaching is good. Teachers plan the work for pupils carefully, making sure they practise their skills across a range of subjects.
Marking is effective in helping pupils improve their work. Senior leaders and governors have made sure all teachers know what is expected of them. The teaching of reading is a strength of the school.
The school’s provision for pupils’ spiritual, moral, social and cultural development is good. Pupils’ achievement is good. They reach above average standards.
The school prepares them well for secondary education. The early years provision gives children a very positive start to their learning. Teachers ensure children develop great curiosity and determination to have a go at new things.
Good training means pupils are safety-conscious, including when using the internet. They feel safe because adults provide good care for them and quickly address any concerns. The behaviour of pupils in lessons is good.
Their conduct around the school is also good. They cooperate well and work hard to produce their best. The headteacher has built a strong team of middle leaders who take responsibility for bringing about improvements in teaching.
They have a good grasp of what the data show about pupils’ learning. Governors have a detailed and accurate understanding about the performance of the school and the quality of teaching. They check that information provided is accurate in the light of other feedback and their own visits to the school.
Governors and senior leaders make sure that pupils are safe and the school meets statutory requirements. Leaders carry out appropriate checks on adults working in the school. It is not yet an outstanding school because: Teaching is not yet outstanding.
There remain a few occasions when teachers do not assess the extent of pupils’ learning well enough and adapt explanations or tasks set for pupils accordingly. The most able pupils have too few opportunities to get on with their work as soon as they understand what to do. Teachers do not sustain rapid progress consistently so that more pupils, particularly the most able, reach the highest standards.