St Gregory's Catholic Primary School

Inspection of a school judged good for overall effectiveness before September 2024: St Gregory’s Catholic Primary School Avenue Road, Stratford-upon-Avon, Warwickshire CV37 6UZ

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The principal of this school is Laura Cole. The school is part of Our Lady of the Magnificat Multi-Academy Company, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tom Leverage, and overseen by a board of trustees, chaired by Yvonne Brennan. There is also an executive principal, Katie Wilkes, who is responsible for the school.

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What is it like to attend this school?

Pupils develop a genuine love of learning at this high-performing school. They work extremely hard in lessons and take their studies seriously. The school sets high expectations for pupils to build a deep knowledge of the subjects they learn. These goals are being fully achieved as pupils excel in their education. They are very well prepared for the next stage of their education by the time they leave the school.

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What is it like to attend this school?

Pupils feel a strong sense of belonging and feel safe at school. Staff know individuals very well and care about them. There is a culture of mutual respect, where everyone is valued. Pupils behave exceptionally well and look after each other. This makes the school a very happy place for children to learn.

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What is it like to attend this school?

Pupils benefit from a wide variety of activities that extend their learning beyond the classroom. These activities are very well considered and of high quality. As a result, many pupils are able to develop their talents and interests. Additionally, pupils participate in various trips and visits that are carefully selected to complement and enhance the curriculum. They form strong memories of these events, cherishing them with fondness and pride. 4 and 5 March 2025

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

Pupils benefit from a high-quality and ambitious curriculum. The school has identified the crucial knowledge and vocabulary that pupils are expected to know and remember in each subject. This information is meticulously set out to ensure that pupils build their knowledge progressively year by year. All pupils access the full curriculum.

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

The school has developed staff’s expertise to ensure that the curriculum impacts pupils’ learning. Teachers accurately identify the needs of pupils with special educational needs and/or disabilities (SEND). This helps them to make skilful adaptations so that all pupils progress through the curriculum well. For example, many pupils with SEND benefit from adult support that pre-teaches essential information and vocabulary. Additionally, teachers regularly check pupils’ understanding and quickly address any misconceptions. They employ a variety of strategies to ensure that all pupils learn well and can recall key concepts that have already been taught. Pupils produce high-quality work. They develop a deep understanding of the subjects they study.

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

Children start learning to read from the beginning of the Reception Year. They benefit from well-organised daily phonics lessons. Staff regularly listen to pupils read. Any pupils who need extra support are identified quickly and helped to keep up. For instance, some pupils come to school earlier in the morning to participate in additional booster sessions. The approach to teaching reading is proving highly effective. Pupils become fluent, confident and able readers over time.

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

Pupils’ eagerness to learn is evident in their high attendance at school. They begin each day with smiles and enthusiasm. The school community maintains high expectations for behaviour, and pupils consistently meet these expectations. They study ‘learning behaviours’ as part of the curriculum and apply these principles in practice. For instance, they are focused and engaged during lessons, eager to share their answers and opinions. Staff recognise pupils’ hard work and positive behaviour through rewards and praise. Pupils value this acknowledgment and thrive as a result.

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

The school teaches pupils about a range of current affairs and social issues. This helps to prepare them for life in modern Britain. Pupils engage with age-appropriate topics and participate in discussions about families, communities and society. They learn about the qualities of healthy friendships and are taught to respect different opinions. Older pupils are entrusted with various leadership responsibilities. They take these very seriously. For example, some lead the organisation of charitable events, enhancing their understanding of how to contribute to society.

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

Leaders at all levels maintain diligent oversight of their responsibilities. They have clearly defined roles and are dedicated to the school’s success. As part of this work, they actively review the quality of the school’s provision and its impact on pupils. They employ a systematic approach to gathering this information and have an accurate view of the school. 4 and 5 March 2025

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Staff members feel valued and well supported in their roles. The school offers numerous opportunities for professional development, which staff actively embrace. Parents and carers are welcomed and engaged as vital members of the community. All of these factors positively benefit the children who attend the school. The school’s ethos, values and vision are clearly communicated and genuinely shared. This school plays a significant role in the lives of its community.

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Safeguarding

The arrangements for safeguarding are effective.

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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.

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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 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, also called St Gregory’s Catholic Primary School, to be good for overall effectiveness in April 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. 4 and 5 March 2025

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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). 4 and 5 March 2025

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School details

Dates of previous inspection 28 and 29 January 2020, under section 8 of the Education Act 2005

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Information about this school

 The structure of the school’s senior leadership team has changed since the previous inspection. The senior leadership team now consists of an executive principal, principal, assistant headteacher and special educational needs coordinator (SENCo).  The school is part of the Our Lady of the Magnificat Multi-Academy Company.  The school does not use alternative provision.  The school is within the Archdiocese of Birmingham. Its most recent section 48 inspection took place in October 2023. The next inspection will be within five years of the last section 48 inspection. 4 and 5 March 2025

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Information about this inspection

 Inspections are a point-in-time evaluation 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 inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  During the inspection, the inspector met with the executive principal, principal, assistant headteacher and SENCo. He also met with a group of subject leaders.  The inspector met with representatives of the trustees and the local governing board.  The inspector visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work. He also heard some pupils read to a familiar adult.  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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Information about this inspection

the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interest first.  Throughout the inspection, the inspector met with staff. He also considered the opinions expressed through the staff survey.  The inspector considered the views expressed through Ofsted Parent View.

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Inspection team

Jonathan Leonard, lead inspector His Majesty’s Inspector 4 and 5 March 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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