St Christopher's Catholic Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: St Christopher’s Catholic Primary Academy Wolverhampton Road, Codsall, Wolverhampton, West Midlands WV8 1PF

p.1

Inspection dates: 10 and 11 December 2024

p.1

Outcome

St Christopher’s Catholic Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The principal of this school is Karl Babarczi. This school is part of St Francis and St Clare Catholic Multi-Academy Company, a 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), Toni Ellis, and overseen by a board of trustees, chaired by Christopher Walker.

p.1

What is it like to attend this school?

As you enter St Christopher’s Catholic Primary School, smiles and happy faces welcome you. Pupils feel safe and trust all the adults in school. They know staff want them to achieve their very best and they try their utmost to do so. The school has high expectations for its pupils. By the time pupils leave the school at the end of Year 6, they have achieved well, ready for the next stage of their education.

p.1

What is it like to attend this school?

The school motto is ‘Love one another’. Pupils and adults show this in their words and actions. Parents and carers value the love and care shown by the whole school family. Pupils have excellent manners. Relationships are strong. Pupils help each other and spread that help across the wider community. Pupils’ attendance at school is excellent because they love school and enjoy learning.

p.1

What is it like to attend this school?

Pupils behave well both in class and at breaktimes. They listen extremely well in lessons and to each other when discussing events they want to organise, or charities they want to support. Pupils play happily together, boys with girls, younger pupils alongside their older school friends. 10 and 11 December 2024

p.1

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

The school has, with support from the trust, reviewed its curriculum to ensure it secures strong outcomes. The school’s chosen approach of unit markers identifying key learning, the use of retrieval activities and immediate feedback help pupils achieve well. The curriculum identifies the key skills, knowledge and specific vocabulary pupils need to know and understand in order to succeed. As a result, pupils recall past and recent learning well and develop a strong knowledge bank.

p.2

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

Children get off to a great start in Reception class. They enthusiastically join in with rhymes, actions and songs that help them to learn well. Children start to learn to read as soon as they join the school. They rapidly develop secure reading skills. They enjoy listening to stories, and write their own stories using good letter formation.

p.2

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

Reading is a key priority. The celebration of books and authors is evident across the school. Classes regularly visit the local school library. By the end of Year 6, pupils read at a high standard. They choose books for enjoyment and challenge.

p.2

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

Staff develop pupils’ writing skills in a logical sequence. They model techniques well, which pupils practise. As a result, pupils’ final independent pieces of work successfully demonstrate the skills they have learned.

p.2

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

Pupils enjoy mathematics. Staff identify any gaps in learning or any misconceptions pupils may have and provide support. Pupils develop a strong understanding of, and fluency in, number. However, problem-solving and the application of learning in real situations is not as strong. Sometimes, staff do not give pupils an opportunity to explain their reasoning. Occasionally, some pupils are not given the opportunity to show how much they know, understand and can do.

p.2

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

The school makes learning in lessons fun and engaging across all subjects. It chooses resources and learning activities carefully. The school’s curriculum is adapted to meet the needs and interests of all pupils. Pupils build their learning through small steps using retrieval practice to recall and develop their learning. This enables pupils to achieve well.

p.2

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

On occasions, the school does not apply its handwriting and presentation standards well enough. As a result, presentation in pupils’ books is not constantly of a high standard. Sometimes, staff do not identify when pupils can move on in their learning. This means some pupils do not develop the detailed knowledge and skills they are capable of and do not achieve fully.

p.2

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

Staff identify and meet the needs of pupils with special educational needs and/or disabilities (SEND) quickly. Pupils with SEND receive effective support This helps them to enjoy their learning, be successful and achieve well. The school ensures that pupils with SEND join in all school activities.

p.2

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

The school helps pupils learn about the world in which they live. Pupils learn about fundamental British values. They know the importance of equality and democracy. They 10 and 11 December 2024

p.2

3

learn about other faiths and cultures, celebrating everyone’s skills and talents. The school supports many charities and fundraising events. The ‘Mini Vinnies’ often select these activities. Pupils become school leaders, science ambassadors, sports leaders and house captains. Personal development is a strength of the school. It contributes well to pupils’ understanding of their rights, responsibilities, talents and ambitions. Consequently, pupils leave school as mature, confident, articulate, compassionate young people, well prepared for their future.

p.3

3

Staff are very proud to work in the school. They feel valued and know the school takes their well-being seriously. The multi-academy company provides the school with support and challenge, which is effective and welcomed.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The school does not consistently ensure that pupils’ handwriting is well formed and work is presented to a high standard. As a result, sometimes pupils do not present work that shows how well they have understood and remembered their learning. The school should ensure that pupils consistently meet its expectations of handwriting and presentation.  In some lessons, the way the curriculum is implemented does not ensure pupils build on the knowledge and skills they have developed. This means that some pupils do not achieve as well as they might. The school should ensure that all lessons are well implemented so that pupils learn the intended curriculum and build knowledge over time.

p.3

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.

p.3

Background

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 10 and 11 December 2024

p.3

4

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.

p.4

4

This is the first ungraded inspection since we judged the predecessor school, St Christopher’s Catholic Primary, to be good for overall effectiveness in October 2018.

p.4

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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). 10 and 11 December 2024

p.4

School details

Website www.st-christophers.staffs.sch.uk

p.5

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 Since the last inspection, the school has converted to an academy within St Francis and St Clare Multi Academy Company.  The deputy head teacher was appointed in September 2024.  As a Catholic faith school, the school is subject to inspections under section 48 of the Education Act 2005. The predecessor school was inspected in February 2019 and the next section 48 inspection is due in 2025.  The school runs a breakfast club and a before- and after-school club.  The school does not use any alternative provision.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 10 and 11 December 2024

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with leaders and has taken that into account in their evaluation of the school.  During the inspection, the inspector met with the principal and other senior leaders of the school and the trust. She also met with members of the governing body, including the chair, and members of the board of trustees.  The inspector had a virtual meeting with the CEO and a telephone conversation with a representative of the diocese.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  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 the extent to which the school has created an open and positive culture around

p.6

6

safeguarding that puts pupils’ interests first.  The inspector met with staff. She also considered the opinions expressed through the staff survey.  The inspector had regard to the views expressed through Ofsted’s parent survey, Parent View, and also took account of responses to the pupils’ survey.

p.6

Inspection team

Tina Willmott, lead inspector Ofsted Inspector 10 and 11 December 2024

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7