Our Lady Queen of Martyrs Catholic Primary School - a Catholic Voluntary Academy

Highlights from Latest Inspection

What is it like to attend this school?

This school is at the heart of the local community. It is a place where pupils thrive.

Parents talk about their children flourishing in this nurturing environment. Pupils and parents are proud to be part of this school family.

There is a sense of calm which resonates throughout the school.

Pupils work in class with sustained focus. When working together, there is a 'low buzz' of discussion. Pupils debate and discuss with each other and adults.

They are respectful and interested in opinions different to their own. When moving around school, pupils show high levels of self-control throughout the day. Outdoor sports' leaders promote collaborative play.<...br/>
When gentle reminders for behaviour are needed, pupils respond positively. Pupils are considerate and rise to meet the high expectations set by the school.

The school has created a curriculum that is ambitious.

It is designed to support the school mission, 'Living, Loving, Learning – Christ at the centre'. It goes beyond academic knowledge and incorporates pupils' excellent personal development. Pupils demonstrate the school's key characteristics and qualities, such as integrity, in lessons and at breaktimes.

These are the positive qualities pupils need to demonstrate to achieve the characteristics. Pupils live this out in their daily school life.

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

The well-sequenced curriculum begins in early years.

The school has created an engaging environment. There is a balance between direct teacher input and well-planned play. Adults model appropriate responses for children in discussions.

Adults support children with how to negotiate. Children grow in independence, which is taught and encouraged.

In mathematics, there is a clear structure and consistent teaching approach.

In early years, children learn about doubling using resources such as ten frames. Throughout school, there is a strong focus on vocabulary, problem-solving and reasoning. Pupils confidently show and explain their thinking.

This ambition includes pupils with special educational needs and/or disabilities (SEND). Pupils achieve well.

In some foundation subjects, such as physical education (PE), pupils connect key knowledge appropriately.

For example, they talk about learning the skill of 'pivot' and how this knowledge helps in netball. Pupils work as peer mentors in PE, sensitively giving and receiving feedback. Areas that need extra practice are identified.

Sports leaders provide this practice at breaktimes. Some foundation subjects, such as history and art, are taught through an ambitious cross-curricular approach. In some of these subjects, teaching choices about how to deliver the key knowledge identified in the curriculum are not precise enough.

This causes confusion for pupils. They struggle to recall and connect key subject knowledge.

Carefully chosen books are an essential part of the school's curriculum.

Teachers explain how pupils enjoy being left on a 'cliffhanger' when sharing stories for pleasure. Pupils talk about the books they choose and read from their class reading corners. They love taking books outside to read at lunchtimes.

Pupils look forward to personal reading times, which happen throughout the day. They occasionally visit the school library. Pupils are keen to start regular class visits to this enticing area of the school.

Learning to read is a priority. Teachers follow a phonics teaching sequence. Pupils learn to read words before moving on to develop fluency and comprehension.

The books that pupils read match the sounds that they know. Pupils read books with accuracy and growing fluency. Learning to read starts at the beginning of Reception.

Children who struggle are identified quickly. Staff provide extra practice to help these children to catch up.

In English, there is a new curriculum for teaching handwriting.

This curriculum is at an early stage of development. This means that some pupils have gaps in this foundational knowledge that have persisted over time.

All pupils have access to a wide range of rich experiences.

These include educational visits that the school maps out across the year groups. Pupils take on positions of responsibility willingly. These include being class monitors, school councillors and worship buddies during Mass.

Year 5 pupils are part of the 'Mini Vinnies' society. They work within the local community, for example reaching out to the housebound. These opportunities build pupils' character.

Pupils have a deep understanding of fundamental British values. In early years, children learn that 'everyone has an opinion'. Older pupils articulate what it means to be part of a democracy very well.

They explain thoroughly how the democratic process influences their lives. Pupils are inquisitive and keen to understand life issues such as taxes and careers. They are active citizens and are extremely well prepared for life in modern Britain.

Senior leaders, the diocese and those responsible for governance know the school well. They provide appropriate support and challenge. They act to improve the educational and wider experiences for all pupils.

Teachers at the early stages of their career are well supported.

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 foundation subjects, teachers' pedagogical choices are confusing pupils.

This means that the key subject knowledge leaders intend pupils to learn is not remembered and connected. The school should support teachers to improve their pedagogical decisions to enhance the teaching of their subject, so that pupils remember and connect key subject knowledge. ? The curriculum for handwriting is at an early stage of implementation.

This means that pupils have not secured accurate letter formation and fluency as soon as they should have. Inaccuracies have become embedded for older pupils. The school should check that staff are implementing the new curriculum effectively to make sure that pupils who are struggling with handwriting catch up as quickly as possible.

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