Inspection Reports

The quality of the education and teaching we provide was described as outstanding in our last inspection. You can read the full report here.

Our most recent inspection by the School Inspection Service (SIS) was highly complimentary about the breadth and depth of our curriculum, the standard of our teaching and the happy and stimulating learning environment we’ve created at St Mary’s.

The report highlighted the value of using specialist teachers from such an early age, describing the provision of French lessons from Nursery upwards as “a notably strong feature of the curriculum”.

We’re very proud of the challenging, supportive and exciting learning environment we provide, but we’re not complacent and are always looking for ways to improve and ensure our pupils continue to achieve their potential.

Read some of the key comments from our latest inspection:


SIS Inspection

October 2014

“In the Early Years the educational programmes for children’s learning are outstanding.”

“The high expectations and the quality of care provided by the staff have created a strong sense of a vibrant, interactive and successful school community where individuals feel safe, enjoy school and develop as confident and articulate young people.”

“Pupils’ high standards of literacy and numeracy are supported effectively by the standard of teaching.”

“The high quality of the curriculum, including the rich range of opportunities for learning provided by school visits and extra-curricular activities, enables pupils of all abilities to make progress, ensure that they are well prepared for the next stage of their education and have the basic skills to enable them to make the most of the opportunities, responsibilities and experience of adult life.”

“The quality of teaching is outstanding overall, particularly in the upper part of the school and is supported by specialist teaching and teachers’ excellent subject knowledge.”

“The school day is notable for the absence of raised voices and this reflects the positive relationships between pupils and staff, and pupils and each other.”

Read the full report here.