Preston’s St Ignatius’ Catholic Primary School moves out of requires improvement after latest Ofsted report

Inspected on May 25-26 this year, St Ignatius’ Catholic Primary School was rated ‘Good’ for quality of education, behaviour and attitudes, personal development, and leadership and management, as well as ‘Outstanding’ for early years provision.

With an overall ‘Good’ rating, this indicates a marked improvement from the school’s last insepction in 2018, when St Ignatius’ was classed as ‘Requires Improvement’.

What does St Ignatius' Catholic Primary School do particularly well according to Ofsted?

St Ignatius’ was described as having a “welcoming, family feel” and being a “highly supportive learning environment” in which pupils felt “happy” and safe.”

Inspectors said: “Leaders’ clearly articulated values, and warm and friendly relationships, are at the heart of this school.”

The reported added that “staff have high expectations of pupils’ behaviour”, which is generally met as pupils behave well around the school and are able to spot different kinds of bullying, which is “dealt with quickly if it does occur.”

The school was also praised for celebrating “the many ethnicities and cultures that make up this vibrant school community”, fostering a “love for books and reading”, and for allowing pupils to contribute to school life by taking on additional responsibilities.

In terms of the curriculum, it was said to be largely well developed across the school, with particular recognition given to the early year’s curriculum, which “is incredibly well designed and delivered by staff”.

Inspectors noted that all pupils achieve well and are prepared for their next stage in life, with particular praise again placed on the early years.

What does Ofsted think St Ignatius' Catholic Primary School can improve on?

Inspectors noted that “in one or two subjects in key stages 1 and 2, leaders have not given sufficient thought to the essential knowledge that pupils must learn”, meaning “some pupils do not achieve as highly as they could”.

The reported added that “teachers in key stages 1 and 2 miss opportunities to help pupils to make connections between elements of their learning. This means that some pupils do not recognise how to integrate new knowledge into larger ideas”, with further teacher training helping to improve this.