St Bernadette's Catholic Primary School

Inspection of St Bernadette's Catholic Primary School Lindale Drive, Wombourne, Wolverhampton, West Midlands WV5 8DZ

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Inspection dates: 15 and 16 October 2024

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 15 and 16 October 2024

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What is it like to attend this school?

Pupils are proud to attend this small village school. They form lasting friendships and build many happy memories. Adults know each pupil well and they care about them. This helps pupils to develop a sense of belonging and to feel safe. As a result, pupils attend school regularly. They participate enthusiastically in all aspects of their education.

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What is it like to attend this school?

The school expects all pupils to reach their full potential. Pupils make positive progress through the school’s curriculum and learn well. They leave school well-prepared for the next stage of their education.

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What is it like to attend this school?

Pupils benefit from the school’s work to promote their love of reading. They often take the lead in this work themselves. Some pupils act as reading ambassadors, actively encouraging others to read a variety of books. Others complete class diaries to recommend texts and stories to their peers. From the corners of classrooms to the playground ‘den’, pupils are zealous to read.

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What is it like to attend this school?

Pupils reflect the school’s caring ethos at all times. They look out for others and behave well. On the playground, older pupils socialise well with their younger peers. Boys and girls chat and mingle together. Pupils feel that they are part of a family.

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

The school ensures that pupils study a broad and balanced curriculum. Staff have designed a curriculum that develops pupils’ knowledge step by step over time. They have identified the essential information that pupils are expected to know and remember. Pupils acquire this new information logically. It builds upon their existing knowledge. For example, in the early years, children learn to understand and count numbers up to 10, before moving on to solve simple mathematical calculations in Year 1. However, in a small number of subjects, the school has not yet fully identified the key information pupils are expected to learn. This means that pupils do not deepen their knowledge as well as they could across the curriculum.

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

Teachers value the professional development opportunities provided by the school. They are knowledgeable in the subjects they teach, clearly explaining new information to pupils. They make regular checks on what pupils know and use this information to identify pupils’ learning needs and meet them effectively. For instance, adults set well-chosen tasks that help pupils practice and apply their knowledge effectively. Staff also make thoughtful adaptations to ensure that pupils with special educational needs and/or disabilities (SEND) engage fully with the curriculum. Adults encourage and support all pupils to make meaningful contributions during lessons. Teachers’ expertise in teaching the curriculum ensures that pupils achieve well.

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

The school introduced a new method of teaching phonics in September 2022. The approach is implemented effectively. Children in the early years start to learn phonics from the moment they join the school. They build their phonics knowledge quickly and 15 and 16 October 2024

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use it to improve their fluency. Staff identify any pupils who need extra support and work with them so that they keep up. Consequently, all pupils become confident readers.

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The school expects pupils to behave well, and they do. Adults and pupils alike understand the school’s ethos and rules. They actively strive to uphold its values. This creates an orderly and calm environment which is conducive to learning. Pupils appreciate the recognition they receive for positive behaviour through various rewards and praise. When there are incidents of negative behaviour, adults act quickly to sort things out. However, sometimes these incidents are not recorded appropriately. This hinders the school’s ability to identify any patterns or trends.

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The school teaches pupils about the importance of diversity and equality. Pupils learn to respect the opinions of others. For example, they learn about various faiths and beliefs through activities like ‘multi-faith days’. Aspects of school life allow pupils to put this learning into practice. Some pupils represent their classes on the school council. These pupils are expected to listen to their classmates and consider their opinions before making decisions. The school has successfully fostered a culture of mutual respect and tolerance.

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Those responsible for school governance gather useful information about the school. This is giving them an accurate view of the quality of the provision. School leaders support staff in managing their workload and prioritise staff well-being. Staff morale is high. Adults work together as a cohesive team and put pupils’ interests first. They work to engage parents and carers in school life. Most parents express positive views about their children’s experiences at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Adults are vigilant to signs that a pupil might be at risk of harm and act quickly when children need help. They report any concerns and work with external agencies if necessary. However, sometimes the school’s records of safeguarding concerns and the actions taken to address them are not completed accurately.

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(Information for the school and appropriate authority)

 The key information that the school expects pupils to know and remember is not identified clearly in a small number of subjects. This means that pupils do not deepen their knowledge as well as they could. The school should make sure that the knowledge that pupils are expected to learn is identified clearly in all subjects so that pupils develop their knowledge of the curriculum effectively.  The school’s records of behaviour and safeguarding incidents are sometimes not completed well. This hinders the school from sharing and analysing accurate 15 and 16 October 2024

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information. The school should ensure that important information is always recorded accurately so that patterns or trends are identified promptly.

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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.

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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). 15 and 16 October 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 29 January 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Archdiocese of Birmingham. Its most recent section 48 inspection took place in March 2024. The next inspection will be within five years of the last section 48 inspection.  The school does not currently use any alternative provision.  The number of classes increased from four to five in April 2024. Children are taught discretely in Reception and Nursery. There are mixed-age classes in Years 1 and 2, Year 3 and 4, and Year 5 and 6.  The school manages a breakfast and after-school club.

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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. 15 and 16 October 2024

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 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with leaders and has taken that into account in his evaluation of the school.  Inspectors carried out deep dives in these subjects: Early reading, mathematics and design and technology. For each deep dive, inspectors 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 discussed the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, the 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

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safeguarding that puts pupils’ interests first.  Inspectors met with the headteacher. The lead inspector also held discussions with those responsible for governance, a representative of the local authority, a representative of the diocese of Birmingham and the school’s special educational needs coordinator.  Inspectors observed pupils’ behaviour during lessons and at different times of the day.  Inspectors considered responses on Ofsted’s Parent View including parent free-text responses. Inspectors also took account of responses to online staff and pupil surveys.

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Inspection team

Jonathan Leonard, lead inspector His Majesty's Inspector

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Inspection team

Sally Noble Ofsted Inspector 15 and 16 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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