St Filumena's Catholic Primary School

Inspection of St Filumena’s Catholic Primary School Caverswall, Blythe Bridge, Stoke-on-Trent, Staffordshire ST11 9EA

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The executive principal of this school is Edward Howard. This school is part of The Painsley Catholic Academy multi-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim accounting officer (AO), Joanne Bradbury, and overseen by a board of directors, chaired by Ken Wilson. 1 and 2 October 2024

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What is it like to attend this school?

All members of the St Filumena’s community are united in their view that this is a special school to attend. A dedicated team of staff, supported by inspirational leaders, ensure that every pupil fulfils their academic potential. Pupils develop a love of learning because of the exciting curriculum they experience.

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What is it like to attend this school?

Pupils behave exceptionally well. Classrooms are calm places where learning is uninterrupted. Pupils listen attentively, eager to answer questions to deepen their understanding. They are highly motivated and want to do well. Pupils demonstrate the ability to work independently and are resilient when faced with challenges.

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What is it like to attend this school?

Pupils feel safe because of the warm relationships they form with each other and staff. They learn the importance of sharing their concerns and know who to report to should they have a problem. Pupils understand that they are responsible for caring for each other and that by doing this, their school is a nice place to be.

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What is it like to attend this school?

Many pupils develop new talents and interests during their time at school. Some learn to play musical instruments, while all learn to ride a bike and swim by the time they leave school. Pupils enjoy opportunities to sing at community events and raise money for charities they support.

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

This school provides an exceptional standard of education because of the clear vision and supportive culture that has been developed. In partnership with the trust, leaders are insistent that every pupil will achieve well. The school ensures that staff are suitably trained to deliver the ambitious curriculum as intended. Staff feel valued and are proud that their contributions make a positive difference in the lives of their pupils. All staff are ‘leaders of learning’ and develop and monitor the subjects they lead effectively.

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

Pupils achieve exceptionally well. Staff are skilled in checking pupils’ understanding carefully. They make sure that every pupil can keep up with their learning. Pupils develop their vocabulary and enjoy using new words when describing what they know. They become effective communicators and show active listening.

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

Pupils with special educational needs and/or disabilities (SEND) achieve highly. The school has effective systems in place to identify pupils with SEND at the earliest point. Staff complete accurate assessments of pupils’ needs in partnership with external agencies. SEND support plans include clear strategies that enable pupils to access the same curriculum as their peers.

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

Children in the early years learn to read from their first days in school. They listen intently to staff who bring stories to life. Children concentrate for long periods and demonstrate that they can control their emotions when they play and learn. Children show a readiness for the next stage of their learning by the time they leave Reception. 1 and 2 October 2024

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Pupils develop a love of reading. Many can read fluently by the time they reach Year 3. Pupils use their reading skills to develop an in-depth understanding of topics they study. Many pupils read frequently at home, enjoying books from their school library with their families. Pupils love story time and the opportunity to listen to tales from different periods and cultures.

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Pupils become fluent in mathematics, demonstrating an impressive ability to use what they learn to solve increasingly complex problems. From the early days in school, children in Reception explore patterns and learn to count and order numbers. Pupils develop skills and knowledge across all areas of the curriculum. For example, in art, pupils master aspects such as painting and drawing as they progress through the school. They appreciate the work of artists and understand concepts such as impressionism and abstract.

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Attendance rates are very high. Most pupils come to school every day, which helps them to make the most of the rich curriculum on offer. They welcome visitors with a smile and are polite and eager to share what makes their school a special place to belong. Those pupils who experience difficulties and worries are supported by well-trained staff who check on their well-being regularly.

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Pupils speak proudly about holding leadership roles. They lead prayer, act as sports and computing leaders and show great confidence when doing so. Pupils enjoy learning about other cultures, faiths and traditions. They learn about countries far from their own and develop an understanding that differences are to be celebrated.

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Parents and carers are pleased with the communication they have with the school. Many know that their children are happy because of the exceptional care they receive. The school pays close attention to parents’ views and ensures that they involve them in their children’s education. All are committed to maintaining this productive partnership as they strive for continued excellence.

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Safeguarding

The arrangements for safeguarding are effective.

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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.

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Further information

You can search for published performance information about the school. 1 and 2 October 2024

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In the report, ‘disadvantaged pupils’ is used to mean pupils with 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). 1 and 2 October 2024

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School details

Date of previous inspection 9 December 2020, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.  The school operates before- and after-school provision.  The school is part of The Painsley Catholic Academy, a multi-academy trust.  This is a Catholic faith school in the Archdiocese of Birmingham. The most recent section 48 inspection took place in November 2022. The school’s next section 48 inspection is likely to take place before November 2027.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth-form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 1 and 2 October 2024

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with a range of leaders, including those responsible for the curriculum, teaching and learning, behaviour, attendance, personal development and safeguarding.  Inspectors carried out deep dives in these subjects: early reading, mathematics, science and art and design. 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 lead inspector also heard a selection of pupils read.  Inspectors also considered the curriculum in other subjects.  The lead inspector spoke with the director of education of the diocese.

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 The lead inspector spoke with the vice-chair of the trust board.  The lead inspector also spoke with the interim AO, two deputy chief executive officers and the chair of the local board of governors.  Inspectors considered the survey responses to Ofsted Parent View and the free-text comments from parents.  Inspectors also evaluated the responses to the staff and pupil surveys.

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Inspection team

Tony Bradshaw, lead inspector His Majesty’s Inspector

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Inspection team

Adam Montague-Clewes Ofsted Inspector 1 and 2 October 2024

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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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