St Bernadette's Catholic Primary School

Inspection of St Bernadette's Catholic Primary School Cookgate, Nunthorpe, Middlesbrough TS7 0PZ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good

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Overall effectiveness Good

The acting headteacher of this school is Sarah Brady. This school is part of Nicholas Postgate Catholic 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), Hugh Hegarty, and overseen by a board of trustees, chaired by Joseph Hughes. 12 and 13 March 2024

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What is it like to attend this school?

This is a school where everyone is made to feel welcome. Pupils flourish here. Caring staff ensure that pupils feel safe and they are well cared for. A typical comment from parents and carers is that the school ‘is like an extended family.’

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What is it like to attend this school?

Pupils’ behaviour is exemplary. Pupils treat each other with respect and kindness. They concentrate extremely well in lessons. Pupils enjoy debating and discussing ideas with adults and each other. They show high levels of respect for opinions that are different from their own.

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What is it like to attend this school?

The school is ambitious for all pupils to achieve success, including pupils with special educational needs and/or disabilities (SEND). This is realised in many subjects, particularly in reading where pupils consistently achieve exceptionally well. Teachers make sure that learning is enjoyable. Pupils enjoy their lessons and talk knowledgeably about what they have learned.

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What is it like to attend this school?

The school’s exceptional enrichment programme ensures that pupils engage with the local community. The ‘Parishioners Party’ is an event hosted by pupils to help them to better understand their local community. Pupils also enjoy growing food for residents; litter picking and supporting local charities.

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better?

The carefully structured curriculum begins in early years where children get off to a flying start. Strong relationships between children and staff, ensure children develop positive attitudes towards learning. Children are proud of the work that they complete, such as writing their own name in Nursery. Children are well-prepared for Year 1.

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better?

All pupils follow the same ambitious curriculum, including pupils with SEND. The school has worked together to put in place an agreed teaching model which ensures that pupils achieve success. This model allows pupils to frequently revisit knowledge from previous lessons. They have regular opportunities to connect new learning to what they have learned before. High quality resources contribute to pupils' learning. In history, teachers use 'knowledge maps' to revise important subject-specific vocabulary. Over time, pupils remember this important vocabulary. They are then able to use this to explain what they have learnt. For example, pupils discuss empires and invaders. Pupils explain how through their actions, these groups changed peoples’ lives throughout history.

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better?

In mathematics, leaders know that some pupils have gaps in their understanding of mathematical vocabulary. This means that some pupils struggle to access learning linked with specific language which interrupts their mathematical understanding. Leaders have begun the work to ensure that vocabulary is given a high profile in lessons to support pupils to know more. 12 and 13 March 2024

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The school prioritises reading. In the early years, children learn the letter sounds and words that they need to enable them to become successful readers. Staff show expertise in their understanding and teaching of the phonics programme used in school. Through precise assessment of gaps in pupils’ knowledge, staff identify and provide support for pupils who need to catch up. Pupils read books that are accurately matched to the sounds that they know. This supports pupils to learn to read fluently. Learning is structured to ensure that pupils access and understand increasingly complex texts. Pupils enjoy daily story time. Teachers clearly model reading books such as ‘Danny Champion of the World’ by Roald Dahl.

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Pupils with SEND achieve well. The school ensures that pupils benefit from the expert knowledge of external agencies such as speech and language therapists. Teaching is adapted effectively to support pupils to learn the school’s curriculum. Some pupils with SEND have personalised timetables. This specific support helps pupils to build knowledge from their starting points.

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Pupils’ behaviour is exceptional. Teachers help pupils to learn from their mistakes. Consequently, pupils develop resilience. They demonstrate positive attitudes towards their education. Pupils appreciate the support they receive from staff. They can explain how adults help them restore friendships if they have an issue. Pupils actively support the well-being of other pupils.

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Pupils have high attendance. Careful monitoring of attendance and punctuality helps to identify pupils who might need some extra help so that they come to school and arrive on time. The school works tirelessly to ensure that families get the right support.

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The school’s provision for pupils’ personal development is exceptional. ‘Cultural capital passports’ ensure pupils develop the skills they need as they progress through school. For example, in early years children learn to tie their shoelaces. In key stage 2, older pupils learn to play chess. Former pupils and members of the local community return to visit the school to help pupils understand different careers. Pupils are proud to become elected members of the school council; sports leaders and ‘Mini Vinnies’: a group where pupils get together to help those in need within their school and local community which contributes to pupils' character development. The school provides a range of experiences for pupils to develop their talents. For example, pupils enjoy tennis, dance and golf coaching.

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The acting headteacher works with passion to ensure that staff feel a part of a team. High quality professional development supports teachers to implement the school’s curriculum well. Everyone shares the determination that all pupils should achieve highly. Leaders on all levels provide appropriate support and challenge.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some older pupils have gaps in their knowledge of mathematical vocabulary. This prevents them from knowing which calculations to undertake because they lack the familiarity with the language required to understand the written questions. This limits pupil’s ability to successfully problem solve. The school should ensure that pupils’ understanding and knowledge of subject specific vocabulary develops effectively to enable pupils to explain more complex mathematical procedures. This will support pupils to consistently reach high standards that prepare them well for Year 7 and beyond.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 March 2024

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School details

Date of previous inspection 16 October 2018, under section 8 of the Education Act 2005

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Information about this school

 The school is one of 38 schools in the Nicholas Postgate Catholic Academy Trust. The school joined the trust in September 2018.  The school’s last inspection under section 48 of the Education Act 2005 for schools of a religious character took place in June 2019. The next inspection will be within eight years of this date.  The acting headteacher took up post in September 2023.  The school runs a before- and after- school club for pupils who attend the school.  The school does not currently make use of alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision. 12 and 13 March 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the acting headteacher and assistant headteacher who is also the special educational needs coordinator.  The lead inspector held meetings with the primary education standards officer for the trust, the assistant CEO and CEO. The lead inspector held an online meeting with the chair of trustees and met governors, including the chair and vice-chair of the local governing body. The lead inspector also spoke to the deputy director of schools for the Diocese of Middlesbrough.  Inspectors carried out deep dives in these subjects: reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to pupils about their

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learning and looked at samples of pupils’ work. The lead inspector listened to some pupils read to a familiar adult.  Inspectors also discussed the curriculum in other subjects, including PE and design and technology.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of documents, including the school’s self-evaluation, attendance and behaviour records.  An inspector spoke to parents and took account the views of staff and parents through surveys, including Ofsted Parent View.

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Inspection team

Kathryn McDonald, lead inspector His Majesty's Inspector

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Inspection team

Nicky Crum Ofsted Inspector 12 and 13 March 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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