Our Lady’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school? '

Everyone's kind at our school,' a pupil told an inspector. This sums up the welcoming, caring and happy place it is. The school is calm.

Staff mostly guide pupils to behave well in lessons and around school. Pupils form strong friendships and enjoy opportunities to work and play together. Pupils say that bullying is rare, but when it happens, staff quickly sort things out for them.

Pupils feel safe because of the care staff show them.

Pupils value the wide range of extra-curricular activities the school provides. Pupils talk with enthusiasm about the different clubs they can take part in.

Parents and carers also appreciate this and the way clubs ext...end their children's wider interests.

Leaders want pupils to reach high standards in their work. However, pupils do not achieve as well as they should in some subjects.

This is because the curriculum needs to improve in places. The way teachers deliver the curriculum is not always successful. Leaders recognise this and have plans to improve the school's work in these areas.

Most pupils with special educational needs and/or disabilities (SEND) are not always well supported to learn the curriculum. Most pupils with SEND do not achieve well.

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

The executive headteacher and the recently appointed principal have formed a strong partnership and improved aspects of the school.

However, there is still much to do.

Some areas of the curriculum are well planned and well sequenced. In these subjects, the school has identified the key knowledge they want pupils to learn.

In these subjects, pupils are able to recall important information and answer questions with a secure understanding. Pupils know more and remember more. However, this is not consistent across all areas of the curriculum, particularly in mathematics and writing.

Furthermore, teachers' delivery of the curriculum in these areas is inconsistent. Explanations are not always clear. Sometimes teachers' expectations of pupils' work are too low.

As a result, pupils do not build well on their learning over time across the curriculum.

Most pupils with special educational needs and/or disabilities (SEND) do not achieve well. The work and tasks given to pupils are not always well matched to their individual needs.

This slows these pupils' learning. In addition, staff do not consistently promote pupils' independence well.

The school places an importance on reading.

As part of the school's work, pupils enjoy selecting books to read from the library. In addition, teachers read well-chosen books to pupils as part of the reading curriculum. These books capture pupils' interest.

Children learn phonics from the start in Reception. The school makes regular checks on pupils' progress to make sure pupils reach the expectations of the reading curriculum. Pupils who struggle are identified and well supported to catch up quickly.

The changes the school has made have improved children's learning in the early years. Children in the Reception Year experience a broad curriculum. The school has also developed a close partnership with parents, which helps to support children's development.

Children's progress is regularly reviewed. Activities match the needs of pupils. All of this means that children are well prepared for the start of Year 1.

The school has successfully improved pupils' attendance. A strong emphasis has been placed on attending well. The school works closely with families and offers appropriate support.

Pupils are well prepared for life in modern Britain. Pupils have a strong understanding of fundamental British values. They understand how to live healthily and keep safe online.

Leaders, at the trust and school, are working closely together. They have had to manage many recent staffing changes. The trust has provided lots of training and support.

However, leaders have not yet ensured that the curriculum and its implementation is successful. Subject leaders are not making effective checks to identify the things that need to improve.

Staff feel well supported.

They speak of a strong team ethos and the positive direction set by the new principal. Staff describe how leaders have made their workload manageable. Staff say that leaders take staff's well-being into account.

Directors and governors are clear about their roles. Local governors meet regularly and are developing a clearer understanding of what the school needs to do to improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum does not clearly identify the key knowledge pupils will learn. As a result, pupils do not build a secure understanding over time. The school should revise the curriculum and identify the key knowledge pupils need to know at each stage of their learning.

• The mathematics and writing curriculums are not well implemented. Explanations are not always clear and expectations of pupils' work are too low. Leaders should support teachers to improve the implementation of these subjects so that pupils achieve well in mathematics and writing.

• Tasks and support given to pupils with SEND are not always well matched to pupils' needs. As a result, these pupils do not achieve well. The school should provide appropriate support for pupils with SEND to achieve well and prepare them fully for the next stage in their education.

• The school does not accurately check and evaluate the implementation of the curriculum. As a result, inconsistencies develop and this slows the school's improvement. The school should support subject leaders with the skills and knowledge to develop and accurately evaluate their subject areas.

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