Our Lady and St Philomena’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel happy and safe at the school.

They know that any challenges that they may experience in the world outside do not shape their lives in the school. Classrooms are calm yet 'buzzing' with eager pupils learning, while music can be heard playing gently in the background. Pupils cooperate well together in learning activities and in their play.

They eat healthy snacks and meals, including at the popular breakfast club, and are ready for their lessons.

Pupils talk a lot about the importance of respect; for themselves, their peers and adults. They know that leaders expect them to do their very best.

Pupils' behaviour at school is positive. They cl...early understand what actions staff will take if the widely explained behaviour guidelines are not followed. Pupils' disagreements and conflicts are addressed quickly by leaders and staff.

Bullying is resolved well.

Pupils, include those with special educational needs and/or disabilities (SEND), make friends and feel included. They achieve well in the curriculum because of leaders' and staff's high expectations.

Pupils know the importance of working hard to learn even more.

Pupils benefit from extra activities, such as yoga, paper folding and gardening. They enjoy their special roles, such as being door monitors, playground leader and prefects.

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

Leaders have established ambitious, logically ordered subject curriculums for all pupils. Their curriculum for children in the Reception class is exceptionally well thought out. Teachers in each year group understand what knowledge to teach pupils and when.

Starting in the early years, staff skilfully use the curriculum to develop children's communication and language.

Teachers choose lesson content carefully. They make sure that pupils' learning is interesting and demanding.

Teachers use assessment strategies effectively to support pupils' grasp of important knowledge in lessons. Nevertheless, in a few subjects, staff do not help pupils well enough to retrieve some of their prior learning from their memory. This means that pupils sometimes find it hard to build their understanding of new knowledge based on what they have already learned.

Leaders have extensively and successfully revised the teaching of early reading. Pupils learn to master the basics of reading quickly and securely. Leaders and external experts skilfully support staff to understand and deliver the phonics curriculum.

Leaders ensure that pupils who find reading difficult receive the extra help and precise teaching of phonics that they need. Throughout the school, pupils enjoy reading and experience success in doing so. In most year groups, including in the early years, staff share with pupils a wide range of literature.

Nevertheless, staff do not ensure that pupils in upper key stage 2 are familiar enough with the work of a wide and diverse range of authors. This holds back some older pupils' learning.

In 2022, the attainment of approximately half of the pupils in Year 6 was much lower than the national averages in reading and writing.

However, this data does not reflect the progress that many pupils make, across a range of subjects. Teachers carefully adapt their delivery of the curriculum. This means that pupils who join the school later than most other pupils, often in upper key stage 2, learn successfully.

In addition, leaders have carefully improved subject curriculums and teachers' support for individual pupils. This has further enabled current pupils to achieve well.

Staff quickly identify pupils with SEND, including in the early years.

Leaders know the needs of each of these pupils in detail. They ensure that pupils with SEND study the same ambitious curriculum as their peers. Leaders make sure that staff are well trained to adapt their teaching to meet pupils' needs.

Pupils with SEND are supported effectively and experience success.

Pupils demonstrate positive attitudes to learning. For instance, in Year 6, while the classroom door is often open to the busy corridor, pupils can be seen wholly focused on their learning activities.

Such positive behaviour enables staff to focus their energies on teaching.

Leaders ensure that pupils benefit from a wide range of additional learning and experiences. For instance, staff help pupils to learn about the value of further and higher education to help them to aspire highly for their future education.

Staff teach pupils carefully about fundamental British values. Pupils eagerly and knowledgably spoke with inspectors of their learning about respect and responsibility. They are well prepared for their lives in modern Britain.

Staff enjoy working at the school. They value the actions of leaders to build their expertise, develop their potential and listen to their points of view. Leaders give staff a reasonable workload.

Governors understand their roles well and bring valuable expertise to their work. They challenge and question the work of leaders effectively.

Safeguarding

The arrangements for safeguarding are effective.

Leaders on the safeguarding team are fully informed about local and national safeguarding issues. They stay up to date through regular training. Leaders ensure that staff are equally well trained and knowledgeable.

Staff are alert to any changes in pupils' comments, appearance or behaviour that might indicate that they need help. Where necessary, leaders and staff record safeguarding information thoroughly. The safeguarding team links carefully with other agencies and services in support of pupils and families, including through the local children's centre.

Pupils feel able to share their worries with adults because they feel valued, respected and listened to by leaders and staff. Pupils know how to protect themselves when faced with common dangers, including those that they experience when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, staff do not ensure that pupils can recall what they have learned in the past.

Pupils then struggle to link their previous learning to what they are learning now and next. Leaders should make certain that staff build pupils' memory of the content of the curriculum. This will enable pupils to have better recall and be able to use their knowledge to learn new information more successfully.

• In upper key stage 2, leaders do not make sure that all pupils read a wide range of literature by a diversity of authors. This holds back pupils in developing their ability to talk in breadth and depth about a wide variety of authors, poets and playwrights and their works. Leaders should ensure that the content and delivery of the reading curriculum enable all pupils to read widely.