|Name||St Wilfrid’s Catholic Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||03 July 2018|
|Address||Church Lane, Ripon, North Yorkshire, HG4 2ES|
|Religious Character||Roman Catholic|
|Number of Pupils||148 (50% boys 50% girls)|
|Number of Pupils per Teacher||19.1|
|Local Authority||North Yorkshire|
|Percentage Free School Meals||8%|
|Percentage English is Not First Language||18.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is smaller than the average-sized primary school. The school is organised with mixed-age classes. The large majority of pupils are of White British or Any Other White background. The proportion of pupils who speak English as an additional language is below average. The proportion of disadvantaged pupils who are known to be eligible for the pupil premium funding is lower than the national average. The proportion of pupils who have SEN and/or disabilities is below that seen nationally. A very small number of these pupils have an education, health and care plan. An increasing number of pupils join classes during the school year. Many are the children of servicemen and women. The school meets the government’s current floor standards, which set the minimum expectation for pupils’ attainment and progress. The school provides both part-time and full-time places for children in the Nursery class and full-time places for children in the Reception class. There have been changes in staffing since the time of the last inspection, particularly in early years.
Summary of key findings for parents and pupils
This is an outstanding school The school has improved from requires improvement to outstanding because strong and tenacious leaders have rapidly improved the quality of teaching and outcomes for pupils. The headteacher, with highly effective support from the deputy headteacher, leads by example, so that all staff have exceptionally high expectations of pupils and themselves. Staff work collaboratively to plan interesting and highly demanding tasks that progressively develop pupils’ knowledge and skills. Pupils are highly motivated and have excellent attitudes to learning. Most pupils reach the highest standards in reading, writing and mathematics in both key stages. Pupils make exceptional progress in reading and mathematics by the time they leave key stage 2. Pupils who join classes during the school year receive effective support which enables them to improve the quality of their handwriting rapidly. All groups, including pupils who have special educational needs (SEN) and/or disabilities, disadvantaged pupils and pupils who speak English as an additional language, achieve equally well across the curriculum. Governors are committed and knowledgeable. They support and challenge leaders effectively and make a valuable contribution to the ongoing development of the school. Pupils thrive in this happy, caring school due to its culture of inclusivity and acceptance. Pupils’ behaviour is exemplary. Pupils feel safe and they love coming to school. Leaders ensure that pupils’ spiritual, moral, social and cultural development is extremely well promoted through the outstanding curriculum, religious education and a wide range of extra-curricular activities. The school provides high-quality support to its most vulnerable pupils. The school’s strong partnerships with other agencies ensure that pupils and their families receive timely support. Leaders build positive relationships with parents and carers. They value the opportunities to support their children’s education, particularly in the early years. Early years provision is not yet outstanding because the quality of teaching and the rate of progress of children varies across the Nursery and Reception classes. On occasion, adults’ questioning is not precise enough to enable children, particularly the most able, to progress their learning and develop their vocabulary quickly.