St Louis Catholic Primary School, Frome

Inspection of St Louis Catholic Primary School, Frome Welshmill Lane, Frome, Somerset BA11 3AP

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Inspection dates: 21 and 22 January 2025

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Helen Biles-Wood. This school is part of The Dunstan Catholic Educational 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), Helen Taylor, and overseen by a board of trustees, chaired by Catherine Christie. 21 and 22 January 2025

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What is it like to attend this school?

This is a happy and welcoming school. Pupils are helpful and kind. They live out the school mission ‘to love, wonder and achieve together’. They show this through the many leadership roles they hold. Pupils enjoy school. They feel it is an exciting place to attend. Pupils support each other and work well together.

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What is it like to attend this school?

The school has high expectations of what pupils can achieve. Since the last inspection, it has worked at pace to redesign and improve the curriculum. Most pupils are enthusiastic about their work and are keen to share their ideas. Pupils achieve well and are well prepared for their next stage of learning.

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What is it like to attend this school?

Staff have positive relationships with pupils. They make sure pupils are safe. Pupils trust staff to help them with any concerns they have. Staff give pupils the support they need. This helps pupils to settle into their work quickly and without disruption.

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What is it like to attend this school?

The school makes sure pupils behave well. Pupils know the school’s rules and most follow these without reminders. All staff are consistent in their expectations of pupils’ behaviour. This begins in the Reception Year, where adults support children to follow the classroom routines. The school environment is calm and orderly.

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

The school delivers an effective curriculum. Its design supports pupils to build their knowledge. As they move through the curriculum, pupils return to and build on what they already know. This helps them secure their knowledge over time.

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

The curriculum is ambitious for all pupils. The school makes sure everyone receives the support they need to access it. The school has an accurate understanding of the needs of pupils with special educational needs and/or disabilities (SEND). Staff use their expertise to provide pupils with SEND in-class support and resources. This helps these pupils learn the curriculum alongside their peers.

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

The reading curriculum is delivered well. Children in the Reception Year become familiar with letters and the sounds they make. This helps them to identify sounds and words in stories and in the world around them. As they move through the reading programme, pupils blend sounds into words. They use this knowledge in their writing. Teachers check and support pupils to correct any errors they may have. This helps pupils to build their knowledge well.

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

Pupils who are at risk of falling behind with their reading get extra help to practise and blend the sounds they are less secure of. This supports pupils in becoming fluent and confident readers. Pupils read a wide range of high-quality texts. These texts support pupils to deepen their curriculum knowledge and understanding of the world.

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

In all curriculum subjects, the school regularly checks what pupils know and remember. It uses this information to support pupils to address any gaps they might have This helps 21 and 22 January 2025

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pupils secure their knowledge. However, in some subjects, the school does not check how well pupils can apply their knowledge. For example, pupils research facts about the Roman invasion of Britain but they do not have enough opportunities to consider its impact on life in Britain. This means pupils do not always have opportunities to deepen their understanding.

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In classrooms, most pupils follow adults’ instructions well. They join in with enthusiasm and contribute well to whole-class work. Pupils move around the school in a calm and orderly manner. Pupils enjoy lunchtimes, and they play well together.

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The school helps pupils reflect on the lives of others. Pupils take part in local community events. As part of ‘refugee week’, they read stories to understand how people feel when they leave their home country. Pupils have made links with a local care home, where they spend time meeting residents. They share stories, songs and perform to them. Pupils are proud to raise money for many charities and donate food to the local food bank.

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Through their leadership roles, pupils make a difference to the school. The chaplaincy team leads reflection clubs. Eco-warriors are proud of their contribution to the design of the prayer garden. The school council enjoys organising whole-school events such as a talent show. The ‘red hats’ support younger pupils to enjoy their playtimes. These activities help pupils build their character and a sense of responsibility.

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The local governing committee has an accurate understanding of the school’s strengths and next steps. It works in close partnership to ensure the school continues to improve. Staff feel well supported to develop their practice. They value the professional development they receive, which helps them teach the curriculum well.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, teachers do not check how well pupils can apply their knowledge. As a result, pupils are not given enough opportunities to extend their learning. Plans to address this are at an early stage of implementation. The trust should ensure staff have the knowledge and skills to design tasks that allow pupils to apply their knowledge and extend their learning.

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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 21 and 22 January 2025

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when deciding which schools to inspect, when to inspect them and as part of their inspection.

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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). 21 and 22 January 2025

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School details

Date of previous inspection Not previously inspected.

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Information about this school

 The school is part of The Dunstan Catholic Educational Trust.  St Louis Catholic Primary School converted to become an academy school in January 2024. When its predecessor school, St Louis Catholic Primary School, was last inspected by Ofsted, it was judged to be good for overall effectiveness.  The school uses one unregistered alternative provision.  The school is a Catholic school in the Diocese of Clifton. The most recent section 48 inspection, for schools of a religious character, took place in December 2024. The school’s next section 48 inspection will be within eight school years.

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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 21 and 22 January 2025

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provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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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 held meetings with the headteacher, senior leaders, subject leaders and the special educational needs and disabilities coordinator.  Inspectors met with the CEO, trustees and members of the local governing committee, including the chair of governors, the chair of trustees and a representative from the diocese.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. 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.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central

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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 observed pupils’ behaviour in lessons and around the school site.  An inspector spoke to some parents at the end of the school day.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments, and Ofsted’s surveys for staff and pupils.

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Inspection team

Caroline Musty, lead inspector Ofsted Inspector

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Inspection team

Andrew Evans Ofsted Inspector 21 and 22 January 2025

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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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