Our Lady’s Catholic Primary School, a Voluntary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Our Lady's is a happy and friendly community. Pupils said that they love attending this school because they have lots of friends and that everyone is welcome.

They also said that staff care for them and look after them well if they have any problems. This makes them feel safe.

Leaders are aspirational for all pupils, including those with special educational needs and/or disabilities (SEND) and disadvantaged pupils.

In most subjects, they have organised learning that builds on what pupils already know. This helps pupils to achieve well.

Staff have high expectations for pupils' behaviour and achievement.

Pupils behave well. The school is calm ...and orderly. Pupils explained that bullying is rare, but that if it does happen, staff will sort it out quickly.

Many pupils enjoy accessing clubs at lunchtime or after school. This could be for football, dodgeball or choir. Pupils value trips to support their learning, such as visiting museums.

Older pupils benefit from residential trips that develop team-building skills. Pupils also appreciate opportunities to hold responsibilities such as being a school councillor or junior safety officer.

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

Leaders have designed a broad and balanced curriculum.

This ensures that most pupils, including those children in early years, achieve well. Leaders, alongside well-informed governors, have an accurate view of what the school does well and where it can improve.

In most subjects, leaders are clear about what pupils should learn from early years to Year 6.

They have organised the curriculum carefully so that pupils build on what they already know. As a result, in most subjects, pupils' knowledge and understanding are deepened over time. However, in a small number of subjects, leaders are less clear about what pupils should know and when they should gain this knowledge.

This prevents pupils from deepening their learning over time.

Teachers have secure subject knowledge. In many subjects, they present information clearly.

They routinely revisit prior learning to make sure that pupils have remembered what they have been taught. For example, Year 6 pupils could explain how they understood their current learning on electricity because of the work they completed on electrical circuits in a previous class. Teachers use assessment strategies well to carefully check what pupils have remembered.

They use the assessment information effectively to resolve pupils' misconceptions and make adaptations to the curriculum.

Leaders and teachers have prioritised reading across the school. From the moment they arrive in early years, children benefit from a carefully structured and consistent approach to learning phonics.

Pupils practise their reading every day with books that match the sounds they are learning. They are supported by knowledgeable staff who carefully check on how well pupils, including those with SEND, are progressing. Pupils who struggle to read are identified quickly and supported to catch up.

This helps pupils to gain confidence and become fluent readers. Teachers read a range of carefully chosen texts to develop pupils' interest in reading. Older pupils enjoy reading, and understand why it is important.

Pupils behave well. Staff ensure that children in early years settle into routines quickly. Across the school, staff manage pupils' behaviour consistently well.

As a result, classrooms are calm and learning is rarely disrupted.

Pupils with SEND have their needs identified quickly. Leaders ensure that these pupils benefit from appropriate support.

Where necessary, teachers provide support for pupils to access the same curriculum as their peers. Staff work effectively with parents and carers as well as outside agencies. As a result, pupils with SEND achieve well.

Leaders work successfully to promote pupils' personal development. Pupils talked confidently about the importance of equality, democracy and diversity. They learn about other religions, such as Judaism and Islam.

Pupils are proud of the work that they do to support a range of local and national charities. These include the local food bank and hospice. They enjoy receiving certificates in assemblies that reward their behaviour and academic achievements.

Governors are highly ambitious for the school. They undertake their role diligently. Staff morale is high.

They are proud to work at the school. They appreciate leaders' efforts to support their well-being.

Safeguarding

The arrangements for safeguarding are effective.

The procedures for keeping pupils safe are strong. Staff receive regular training to help them identify and manage any safeguarding concerns. As a result, they know what to do if they have concerns about a pupil's well-being.

Any concerns are carefully logged and followed up. Leaders work effectively with a range of agencies to help vulnerable pupils get the support that they need.

Pupils learn about how to keep themselves safe.

For example, they are alert to the potential dangers of working and playing online, including the risk linked to social media.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a minority of subjects, leaders have not ensured that the curriculum is well organised. As a result, pupils do not make connections and build on their prior learning well enough.

This stops them from deepening their knowledge and understanding. Leaders should ensure that, in these subjects, pupils' learning is organised more carefully. This will help to ensure that pupils know and remember more in all subjects.

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