Our Lady of Lourdes Catholic Primary Academy

Inspection of a good school: Our Lady of Lourdes Catholic Primary Academy Bradley Boulevard, Sheepridge, Huddersfield, West Yorkshire HD2 1EA

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Outcome

Our Lady of Lourdes Catholic Primary Academy continues to be a good school.

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Outcome

The headteacher of this school is Kathie Gait. This school is part of Blessed Peter Snow 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), Rob Pritchard, and overseen by a board of trustees, chaired by Antonia Dorsey.

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What is it like to attend this school?

Pupils thoroughly enjoy attending this vibrant and inclusive school. Pupils know and understand the school Catholic mission promises of learning, safety, love and honesty. They learn these in assemblies, religious education lessons and across the curriculum. Pupils are respectful of each other regardless of their differences.

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What is it like to attend this school?

Leaders have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils achieve well in most areas of the curriculum. Children get off to a great start in the early years. They learn structures and routines quickly. Children in Nursery take part in pre-phonics activities. In Reception, children begin to learn phonics straight away.

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What is it like to attend this school?

Pupils behave well across school. They act with maturity in the classroom and engage positively in independent, pair and group work. Pupils enthusiastically collect ‘mission points’ for their team. These are recognised in weekly rewards assemblies. Pupils are proud when they are recognised for their positive contribution to school life.

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What is it like to attend this school?

Pupils learn about discrimination and know the protected characteristics. They say that everyone is accepted here, regardless of their differences. Name calling occasionally happens, but adults in school deal this with quickly and effectively. Pupils feel safe at school. They know what a trusted adult is and have one to talk to if needed. 16 and 17 July 2024

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

The school has recently reviewed the curriculum. In some foundation subjects, such as geography and history, leaders have redesigned the curriculum. Leaders have thought carefully about the knowledge that they want pupils to learn. They have coherently planned the order that the curriculum will be delivered from the early years up to Year 6. This curriculum is ambitious for all pupils and covers the scope of the national curriculum. The newer areas of the curriculum are not yet fully embedded. Pupils have only accessed the learning in these areas for a short period of time. As a result, there are some gaps in pupils’ knowledge as a legacy from the old curriculum.

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

Children in the early years demonstrate positive interactions with adults and with each other. Learning activities have been carefully designed to build on teacher-led learning. For example, children learn number bonds in the outside area using a range of activities, including counting dinosaurs. Children in early years are enthusiastic to learn and excited by the activities delivered.

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

Reading is a priority at the school. Teachers have good subject knowledge of the school’s chosen phonics programme. As a result, phonics outcomes have improved significantly over the past two years. The school effectively identifies pupils who are not keeping up with phonics. Daily interventions help these pupils to keep up with their peers. The school promotes a love of reading through a range of strategies, including daily reading, library visits and entering external reading competitions. Pupils enjoy reading at this school.

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

The school effectively identifies pupils with SEND. Staff receive training to support these pupils in lessons. The school trains some staff to be experts in areas, such as mental health support, and phonics. A small number of pupils access the ‘nurture’ provision. These pupils receive bespoke support for their social and emotional needs. As a result of this support, pupils with SEND progress well at this school.

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

Pupils attend school well. Leaders identify any pupils who are of concern. They put strategies in place to support and challenge pupils and families. These strategies are effective in ensuring that attendance at the school remains high.

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

Pupils follow a well-planned programme of personal development. They know how to stay safe online. Pupils learn about relationships at an age-appropriate level. School leaders have identified that some pupils may be at risk of child criminal exploitation. In response to this, pupils receive extra workshops in key stage 2 to learn how to keep themselves safe in the community.

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

Pupils have access to a range of extra-curricular clubs, such as sports, gardening and choir. Pupils have different leadership roles across school. The ‘mini Vinnies’ raise money for charities and visit a local care home. The play leaders deliver games activities to younger pupils at play times. The school council helps school leaders make decisions about improvements across school. These improvements include additions to the lunch menu and extra equipment for playtimes. 16 and 17 July 2024

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Trustees and the local academy council know the school well. They challenge and support leaders, when appropriate, to ensure that the school continues to improve. The school works closely with the diocese. Staff state that leaders are mindful of workload and well- being. Staff are proud to work at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some areas of the curriculum are new in their development. These areas have only been taught for a short period of time. As a result, there are some gaps in pupils’ knowledge from the previous curriculum. The school should continue its development of the curriculum in these areas to ensure that pupils have a full understanding of all areas of the curriculum.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. 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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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.

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Background

This is the second ungraded inspection since we judged the predecessor school, Our Lady of Lourdes Catholic Primary School, to be good in September 2017.

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How can I feed back my views?

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. 16 and 17 July 2024

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You can search for published performance information about the school.

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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). 16 and 17 July 2024

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School details

Website http://www.ourladyoflourdesschool.org.uk

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School details

Dates of previous inspection 18 July 2017

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Information about this school

 Our Lady of Lourdes Catholic Primary Academy is part of Blessed Peter Snow Catholic Academy Trust.  The school provides a breakfast club.  The school has a higher-than-average proportion of pupils who speak English as an additional language.  The school is part of the Diocese of Leeds. The last section 48 inspection, for schools of a religious character, took place in October 2023.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of the school’s education provision.  The inspector discussed any continued impact of the pandemic with the school and has taken that into account in their evaluation of the school. 16 and 17 July 2024

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 The inspector met with the headteacher and other senior leaders.  The inspector spoke with the chair, and other members, of the local governing body.  The inspector spoke with the CEO of the trust and members of the trust board.  The inspector carried out deep dives in the following subjects: reading, mathematics, and geography. For each deep dive, the inspector held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector observed pupils’ behaviour in a range of situations, including in corridors, and in lessons. They also spoke to pupils about behaviour and bullying. The inspector spoke with leaders, teachers and pupils about the school’s programme of personal development.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector considered the views of pupils, parents and staff through discussions and looking at information collected from Ofsted’s online surveys.

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Chris Sergeant, lead inspector His Majesty’s Inspector 16 and 17 July 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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