Our Lady of Sorrows Catholic Voluntary Academy

Highlights from Latest Inspection

Outcome

Our Lady of Sorrows Catholic Voluntary Academy has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Lucy Saxton. This school is part of St Francis Catholic Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Siobhan Kent, and overseen by a board of trustees, chaired by Martin McDonagh.

What is it like to attend this school?

The school has high ambitions for what pupils achieve, these are realised. Pupils are safe and enjoy coming to school. The school encourages pupils to think about their choices and... take responsibility for their actions.

This is effective and pupils have a clear understanding of how their behaviour affects others. As a result, pupils behave well and are considerate towards others.

Pupils have the opportunity to access a range of experiences.

These support their academic understanding and their broader development. For example, pupils reinforce what they learn in the curriculum by visiting places in the community. This includes visiting areas that link to the community's rich mining heritage.

Pupils access outdoor learning activities. This supports their ability to work as a team and understand risk.

Pupils take advantage of the extra-curricular clubs on offer.

These include sport and music clubs. Pupils apply what they learn in these clubs, showcasing their developing talents. This includes performances by the choir in school and in local care homes.

Pupils regularly raise money for local charities and support the local food bank. This nurtures pupils' sense of responsibility and care for those in need.

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

Children have a positive start to their education.

The early years is carefully considered. The school ensures that activities are interesting and support development. Staff interact well and extend children's understanding using effective questioning.

This successfully supports children's knowledge in all areas of learning. As a result, children gain the understanding they need to progress confidently into Year 1.

The school places a strong focus on learning to read.

Staff are well trained to teach phonics. They deliver the programme consistently well. The school often checks what pupils can read.

This helps staff know what pupils understand. If pupils fall behind, staff help them catch up quickly. Reading books match pupils' phonics skills.

This helps them become confident, fluent readers.

The school has carefully created a curriculum that is purposeful and engaging. Pupils' attitudes towards learning are positive.

They behave well and are interested in learning more. Staff have strong subject knowledge and introduce new concepts clearly. What pupils learn is carefully sequenced to support their developing understanding.

For example, pupils learn about local geography before learning how it differs from other places in the world. The school regularly checks what pupils understand. They use this understanding to effectively address any misconceptions.

As a result, pupils develop an accurate understanding across the curriculum. While the curriculum is successful, at times, the activities some pupils complete are not closely matched to what they need to learn next. As a result, some pupils are not learning as much as they could be.

The school promptly identifies pupils with special educational needs and/or disabilities (SEND). The school works with external experts to ensure they have a clear understanding of how to support these pupils in accessing the curriculum. Staff are trained so that they can meet these needs with precision.

This means that pupils with SEND are successful and achieve well.

Pupils learn about online safety. They know what to do to protect themselves and what to do if they have any concerns.

Pupils learn about fundamental British values. Pupils learn about different faiths and cultures. They accept and respect difference.

They understand why British values are important in society. The school provides a range of opportunities for pupils to contribute to school life. This includes pupil leadership roles, such as 'eco-ambassadors' and 'art ambassadors.

As a result, pupils develop a deep appreciation of how they can have a positive impact on their community. The school invites visitors to speak to pupils about how their learning links to jobs in the wider world. At times, the visitors are ex-pupils.

This supports pupils' aspirations and confidence in what they can go on to achieve.

The school has created an environment where staff are happy and supported. Leaders consider staff well-being and workload.

This is effective. The school ensures staff access training to confidently deliver the curriculum. Leaders have high ambitions for the school.

They constantly reflect on what is working well and identify how they can have more impact. The school is committed to acting in the best interests of staff, pupils and the community. The school works well with parents and carers to ensure that pupils attend regularly.

Governors understand their role in supporting the school to develop. Governors access appropriate training, which supports them in fulfilling their responsibilities.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, in some foundation subjects, the activities pupils are asked to complete are not as closely matched to their next steps in learning. As a result, some pupils are not learning as much as they could in these subjects. The school should ensure that the activities pupils complete more closely support their continued develop so that pupils are learning as much as they could be.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.

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