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#47 in Best Primary Schools in Cheshire East
St Vincent's Catholic Primary School | Ofsted Ratings, Reviews, Exam Results & Admission 2026
St Vincent's Catholic Primary School
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St Vincent's Catholic Primary School
- Primary
- Knutsford WA16 8AL
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Ofsted report
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| Previous inspection | Outstanding |
| Leadership and management | Good |
| Achievement of pupils | Good |
| Quality of teaching | Good |
| Behaviour and safety of pupils | Outstanding |
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Foundational Skills: Pupils achieve well in writing and mathematics. Their achievement in reading is outstanding.
Success of the Curriculum: The majority of teachers plan lessons which are interesting and challenging. They provide activities that get the best out of all pupils.
Areas Needing Improvement: The expertise of outstanding teachers is not sufficiently well shared across the school to raise the quality of teaching further.
Performance in Maths & Reading: Pupils achieve well in writing and mathematics. Their achievement in reading is outstanding.
Support for Falling Behind: The school’s systems for checking pupils’ progress are strong and so no one falls behind. All groups of pupils make good progress.
Behaviour and Attitudes: Pupils’ behaviour is outstanding, they know how to keep themselves safe, and their relationships with each other and their teachers are exemplary.
Support for SEND Pupils: The school works well with a number of specialist partners to ensure it provides the best learning opportunities possible for disabled pupils and those with special educational needs.
Managing Bullying and Pupil Safety: Pupils who spoke to inspectors were adamant that bullying rarely, if ever, takes place in school.
Promotion of Welfare and Safety: Pupils enjoy coming to school and arrive punctually and ready to learn; their attendance is above average. They demonstrate excellent understanding of internet safety.
Parent Feedback: Parents play a very active role in the school. The Parents in Partnership group give their views on many aspects of school life.
Parental Involvement: Parents in Partnership group plays a significant role in ensuring that parents’ views are heard and supporting transition arrangements.
Extracurricular Activities: The school offers a range of after-school clubs including drama, country dancing and basketball.
Teacher Engagement: Teachers are only awarded pay increases, or offered promotion, if they have met their specific targets which also relate to school priorities.
Impact on Student Progress: Challenging targets are set for all teachers to support them in improving their teaching practice and skills.
Assessment of Teaching Quality: Training and development are delivered in-house or through independent consultants, helping the school maintain an accurate view of the quality of teaching.
Teaching Staff Challenges: The expertise of outstanding teachers is not sufficiently well shared across the school.
Historical Ofsted reports
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About Us
St Vincent's Catholic Primary School is a Primary, Co-Ed, Roman Catholic school located in Cheshire, North West.
It has 191 students from age 4-11 yr with a student-teacher ratio of 21 : 1.
At this school, 63% of pupils achieved higher standard in reading, writing & maths at key stage 2.
This school rated Good by recent Ofsted inspection.
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The purpose of our Forest School is to provide children with a secure, comfortable, and stimulating learning environment through hands-on activities and semi-planned lessons that are tailored to the children's various learning requirements and areas of weakness.
Children will be encouraged to grow throughout the programme in all areas of knowledge and skill, including physical, intellectual, linguistic, social, and spiritual ones.
This will be accomplished by giving the kids activities and concepts that they may interpret and modify, so fostering their independence and self-motivation.
Giving kids the chance to explore nature, learn new skills, use them outside of the Forest School environment, and simply enjoy being outside is especially crucial in light of findings linking the rise in childhood obesity to technology use.
By immersing themselves in nature and removing the constraints of wrong and right ideas, answers, and learning processes, they will learn life skills such as problem-solving, negotiation, delegation, teamwork, independence, self-will, self-motivation, and self-awareness. They will also have the chance to discover that failing has many advantages for improvement.
The Forest Schools programme encourages children to express their thoughts, feelings, and emotions through natural art, construction, verbal communication, and self-reflection. It aims to increase the children's self-confidence, self-esteem, and self-awareness through a child-centered and led Forest School programme with semi-structured sessions relating to critical psychologists and theorists studies.
Colin Rose created the Accelerated Learning theory as a development of Howard Gardner's Multiple Intelligences theory. Colin Rose was of the opinion that forest schools offer a conducive learning environment to stimulate all learners to engage in contextual activities that can connect to daily activities while working either individually or collaboratively with underlying learning styles.
The children will also develop a sense of trust and respect through participating in enjoyable, stimulating, and demanding activities. Once the leader decides it is acceptable, the children will be given the chance to engage in higher-risk activities.
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Children will be encouraged to grow throughout the programme in all areas of knowledge and skill, including physical, intellectual, linguistic, social, and spiritual ones.
This will be accomplished by giving the kids activities and concepts that they may interpret and modify, so fostering their independence and self-motivation.
Giving kids the chance to explore nature, learn new skills, use them outside of the Forest School environment, and simply enjoy being outside is especially crucial in light of findings linking the rise in childhood obesity to technology use.
By immersing themselves in nature and removing the constraints of wrong and right ideas, answers, and learning processes, they will learn life skills such as problem-solving, negotiation, delegation, teamwork, independence, self-will, self-motivation, and self-awareness. They will also have the chance to discover that failing has many advantages for improvement.
The Forest Schools programme encourages children to express their thoughts, feelings, and emotions through natural art, construction, verbal communication, and self-reflection. It aims to increase the children's self-confidence, self-esteem, and self-awareness through a child-centered and led Forest School programme with semi-structured sessions relating to critical psychologists and theorists studies.
Colin Rose created the Accelerated Learning theory as a development of Howard Gardner's Multiple Intelligences theory. Colin Rose was of the opinion that forest schools offer a conducive learning environment to stimulate all learners to engage in contextual activities that can connect to daily activities while working either individually or collaboratively with underlying learning styles.
The children will also develop a sense of trust and respect through participating in enjoyable, stimulating, and demanding activities. Once the leader decides it is acceptable, the children will be given the chance to engage in higher-risk activities.
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| Phase of Education | Primary | Primary | Primary |
|---|---|---|---|
| Type | Local Authority Maintained Schools | Local Authority Maintained Schools | Local Authority Maintained Schools |
| Snobe grade |
C+
|
B-
|
C+
|
| Ofset report | Good | Good | Outstanding |
| Age range | 4-11 | 3-11 | 4-11 |
| Gender | Co-Ed | Co-Ed | Co-Ed |
|---|---|---|---|
| Student teacher ratio | 21.2 | 25.8 | 20.8 |
| Proficient Math | 105 | 108 | 108 |
| Proficient Read | 108 | 109 | 110 |
| Grade 5 or above GCSE | - | - | - |
| Grade 5 or above A Level | - | - | - |
| Day Fees | - | - | - |
Primary Exam Result
View the average scaled scores of pupils in the key stage 2 reading and math tests. Scores of 100 or more indicate the expected standard, while 110 or more indicate a higher standard.
| Average scaled score | School | LA | England |
|---|---|---|---|
| Maths | 105 | 97 | 97 |
| Reading | 108 | 99 | 98 |
Explore how well our pupils are doing academically. Discover the percentage of pupils who reach the expected level (with a score of 100 or more) and those who excel even further (achieving a score of 110 or more).
| Reading, writing and maths | School | LA | England |
|---|---|---|---|
| Pupils meeting the expected standard | 63% | 58.98% | 55.96% |
| Pupils achieving at a higher standard | 10% | 5.41% | 7.42% |
Explore how much progress pupils have made in reading, writing, and math from key stage 1 to key stage 2.
| Subject | Progress score | Description |
|---|---|---|
| Reading | 4.2 | Well Above Average |
| Writing | 2 | Above Average |
| Maths | 1.3 | Above Average |
Exam Result Not Published
Due to the pandemic 2020, 2021 and 2022 Primary school exam
results were not published at school level.
Exam Result Not Published
Due to the pandemic 2020, 2021 and 2022 Primary school exam
results were not published at school level.
Exam Result Not Published
Due to the pandemic 2020, 2021 and 2022 Primary school exam
results were not published at school level.
View the average scaled scores of pupils in the key stage 2 reading and math tests. Scores of 100 or more indicate the expected standard, while 110 or more indicate a higher standard.
| Average scaled score | School | LA | England |
|---|---|---|---|
| Maths | 107 1 | 101 | 96 |
| Reading | 107 2 | 102 | 95 |
Explore how well our pupils are doing academically. Discover the percentage of pupils who reach the expected level (with a score of 100 or more) and those who excel even further (achieving a score of 110 or more).
| Reading, writing and maths | School | LA | England |
|---|---|---|---|
| Pupils meeting the expected standard | 72% 7 | 64.44% | 60.44% |
| Pupils achieving at a higher standard | 28% 16 | 7.66% | 9.72% |
Explore how much progress pupils have made in reading, writing, and math from key stage 1 to key stage 2.
| Subject | Progress score | Description |
|---|---|---|
| Reading | 0.9 | Above Average |
| Writing | 0.7 | Average |
| Maths | -0.2 | Average |
View the average scaled scores of pupils in the key stage 2 reading and math tests. Scores of 100 or more indicate the expected standard, while 110 or more indicate a higher standard.
| Average scaled score | School | LA | England |
|---|---|---|---|
| Maths | 106 1 | 100 | 94 |
| Reading | 109 2 | 102 | 95 |
Explore how well our pupils are doing academically. Discover the percentage of pupils who reach the expected level (with a score of 100 or more) and those who excel even further (achieving a score of 110 or more).
| Reading, writing and maths | School | LA | England |
|---|---|---|---|
| Pupils meeting the expected standard | 79% 16 | 66.1% | 59.51% |
| Pupils achieving at a higher standard | 12% 9 | 8.07% | 9.16% |
Explore how much progress pupils have made in reading, writing, and math from key stage 1 to key stage 2.
| Subject | Progress score | Description |
|---|---|---|
| Reading | 1.1 | Above Average |
| Writing | -1.8 | Below Average |
| Maths | -0.8 | Below Average |
View the average scaled scores of pupils in the key stage 2 reading and math tests. Scores of 100 or more indicate the expected standard, while 110 or more indicate a higher standard.
| Average scaled score | School | LA | England |
|---|---|---|---|
| Maths | 107 | 100 | 93 |
| Reading | 107 | 101 | 93 |
Explore how well our pupils are doing academically. Discover the percentage of pupils who reach the expected level (with a score of 100 or more) and those who excel even further (achieving a score of 110 or more).
| Reading, writing and maths | School | LA | England |
|---|---|---|---|
| Pupils meeting the expected standard | 63% | 63.18% | 56.29% |
| Pupils achieving at a higher standard | 3% | 8.47% | 8.19% |
Explore how much progress pupils have made in reading, writing, and math from key stage 1 to key stage 2.
| Subject | Progress score | Description |
|---|---|---|
| Reading | 0.6 | Average |
| Writing | -4.0 | Well Below Average |
| Maths | 1.2 | Above Average |
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Admission
Holidays & terms
Holidays 2024/25
| Holidays | Date |
|---|---|
| Autumn Half Term Holidays | 28th Oct 2024 - 1st Nov 2024 |
| Winter Holidays | 23rd Dec 2024 - 3rd Jan 2025 |
| Spring Half Term Holidays | 17th Feb 2025 - 21st Feb 2025 |
| Spring Holidays | 7th Apr 2025 - 21st Apr 2025 |
| Summer Half Term Holidays | 26th May 2025 - 30th May 2025 |
| Summer Holidays | 23rd Jul 2025 - 29th Aug 2025 |
Terms Dates 2024/25
| Terms | Dates |
|---|---|
| Autumn Term | 2nd Sep 2024 - 27th Oct 2024 |
| Autumn Term-2 | 2nd Nov 2024 - 22nd Dec 2024 |
| Spring Term | 4th Jan 2025 - 16th Feb 2025 |
| Spring Term-2 | 22nd Feb 2025 - 6th Apr 2025 |
| Summer Term | 22nd Apr 2025 - 25th May 2025 |
| Summer Term-2 | 31st May 2025 - 22nd Jul 2025 |
Students Teachers
21 : 1
Student teacher ratio at St Vincent's Catholic Primary School
Local authority ratio 19 : 1
