Catherine Infant School

Highlights from Latest Inspection

Outcome

Catherine Infant School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils are very happy in the nurturing atmosphere at Catherine Infant School. The school's values of kindness, respect, resilience and a love of learning sit at the heart of all that it does.

From the start of children's time in early years, the school helps them to develop independence and confidence. Each adult is an excellent role model for the pupils that they support.

Pupils thrive at this school and learning comes alive.

The school's curriculum helps pupils to secure a deep knowledge of each subject that t...hey study. The school has high expectations of pupils' achievements. Pupils live up to these expectations and are confident, articulate learners.

Because of this, all pupils enjoy coming to school and achieve highly by the time they leave Year 2.

Pupils develop a strong sense of character. They are thoughtful and reflective.

Pupils have an age-appropriate understanding of different faiths and cultures. They take on leadership roles such as eco-warriors, who work to protect the environment and make positive changes. Pupils who act as school parliamentarians are proud to represent the views of their peers and work to improve the school.

What does the school do well and what does it need to do better?

The school has implemented a rigorous and ambitious curriculum that details the specific knowledge pupils will learn. Staff have excellent subject knowledge and deliver the curriculum expertly. They model new learning consistently well across all classes.

Consequently, pupils make strong progress through the school's reading, writing and mathematics curriculums. Pupils who struggle to keep up with the pace of any curriculum, including phonics, are quickly identified and expertly supported to help them catch up. They become confident and able readers, writers and mathematicians.

Staff focus their teaching on the important knowledge across the full curriculum that pupils need. Pupils regularly revisit key knowledge they have learned to help them recall and deepen their understanding before moving on. The school checks pupils' understanding and addresses any misconceptions or gaps so that they do not continue.

The school places a high priority on pupils learning to read. Pupils take joy and pleasure in reading. Children in the early years and pupils at the early stages of learning to read benefit from highly effective phonics lessons.

Pupils with special educational needs and/or disabilities (SEND) and those with English as an additional language benefit from focused support for their reading.

Pupils with SEND are well supported to access the full curriculum. Leaders work with teachers to quickly identify any additional needs pupils may have.

Where required, any adjustments to the delivery of the curriculum are made. Leaders provide training for staff to ensure that they can help pupils to access the curriculum, including those pupils in the special educational needs (SEN) provision.

Children make an excellent start in early years.

They settle seamlessly into the school's highly effective routines for learning. There is a sharp focus on developing children's communication and language skills and vocabulary. Staff create a rich and stimulating environment.

Children engage very well with the learning activities and resources. These are carefully designed to ensure that they match children's next steps in learning.

Pupils' behaviour throughout the school is exemplary.

This is because the school's expectations for their conduct are very clear and consistently applied. Lunchtimes are calm and pupils enjoy socialising. The playground is a lively and friendly place.

Adults interact positively with pupils. As a result, pupils enjoy and want to come to school.

The school has very high expectations for strong attendance.

It has effective systems in place to support families so that their children attend school regularly and punctually. If attendance dips, the school acts swiftly. Consequently, attendance is improving, particularly for those who are absent too often.

The provision for pupils' wider personal development is exceptional. Through the curriculum, pupils learn how to keep healthy and safe. Pupils demonstrate tolerance and fairness, and they understand the concepts of democracy and respect.

Visits to the local church, a mandir, botanical gardens, galleries and museums help pupils develop a strong awareness of cultures and faiths, as well as developing their curriculum knowledge. The school ensures that pupils have opportunities to discuss and debate different viewpoints. All pupils have access to a wide range of clubs and are keen to be part of these.

Consequently, their character development is very strong.

Governors have a clear understanding of their roles and responsibilities. They provide helpful strategic oversight.

Staff are proud to work at the school. They feel well supported and say that their hard work is valued.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in November 2019.