Holy Rosary Catholic Voluntary Academy

Inspection of Holy Rosary Catholic Voluntary Academy Alexandra Road, Burton-on-Trent, Staffordshire DE15 0JE

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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 Requires improvement

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The headteacher of this school is Marie Dyche. This school is part of St Ralph Sherwin Catholic Multi Academy 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), Kevin Gritton, and overseen by a board of trustees, chaired by Sarah Noon. 7 and 8 May 2025

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What is it like to attend this school?

The school’s passion and determination to build ‘loving hearts and strong minds’ is lived and breathed at Holy Rosary. Pupils and staff are happy and proud to attend such a special place. Pupils know they will be well cared for, and they are. The school has high expectations for all pupils, and the vast majority achieve the ambitions set for them. Pupils attend well and arrive on time ready to be the best version of themselves.

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What is it like to attend this school?

As soon as children start school, they learn that there are high expectations for how they are expected to behave through the ‘Holy Rosary Way’. Pupils rise to these expectations. Their understanding of, and commitment to, the shared values help the school to be a calm and purposeful place.

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What is it like to attend this school?

Relationships in school are rooted in mutual respect. The school ensures that every pupil feels valued and supported. Pupils say that everyone in the Holy Rosary family is treated fairly and equally. ‘Character Buddies’ help the youngest children to settle quickly and act as role models for them.

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What is it like to attend this school?

The school’s ambition for its pupils extends well beyond the classroom. Many carefully thought-out activities, experiences and opportunities are available for pupils to engage with. These help them to develop into confident, articulate young people who can contribute positively to their local community.

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

Well-considered curriculum changes are built on the principle of ‘inclusion by design’. This has ensured that the most important things for pupils to learn are clearly identified. In subjects where published outcomes are below the national average, the school is taking effective action to strengthen the curriculum and how it is delivered. For example, in mathematics, learning is well structured so that pupils can revisit and build on what they have learned before.

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

In most lessons, staff deliver the curriculum effectively so that pupils learn well. They have opportunities to recall their learning and practise what they know. However, sometimes, the work that pupils are given to complete is not matched well enough to what pupils need to practise. This means that, at times, some pupils lose focus and do not develop the depth of knowledge that they could. Opportunities for pupils to develop their learning through appropriate discussion have been purposefully planned. However, this is not yet consistently embedded so that all pupils have enough chances to talk about their learning so that it becomes part of their long-term memory.

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

Reading is front and centre of the curriculum. Pupils begin learning to read as soon as they start school. They enjoy visiting the library, where they are able to deepen their love of reading. Staff swiftly identify anyone falling behind and put in place effective support to help them catch up. The school works effectively with parents and carers to help them to support their child to read at home. 7 and 8 May 2025

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The school identifies and supports pupils with special educational needs and/or disabilities (SEND) very effectively. Leaders have high ambitions and make sure that the needs of these pupils are at the heart of curriculum design. Staff adapt learning where necessary to meet individual needs. Consequently, pupils with SEND follow an inclusive curriculum alongside their peers and achieve well.

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Children get off to a good start in early years. They are well supported and settle quickly at school. The curriculum prioritises their language and communication skills. Many children successfully learn to control their feelings and emotions. They develop positive relationships with each other and staff. Children are happy and secure because routines are well established and expectations are high.

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The school has carefully considered its approach to managing pupils’ behaviour and makes sure that this is implemented consistently across the school. Staff model the respect and tolerance they expect pupils to show each other. Pupils are proud to recognise and celebrate differences. The school’s systems around attendance are highly effective. Concerns are identified and addressed at an early stage, and as a result, attendance is high.

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Pupils’ personal development is a priority and is carefully integrated throughout the curriculum. There is a clear purpose to every experience offered, very often linked to an important aspect of wider school life or understanding of the wider world. This means that pupils are well prepared for their next steps. Pastoral support is strong, and there is a wide range of after-school clubs, such as football, choir and crochet, that pupils benefit from. Pupils support the local community through their roles as ‘Messengers’ and ‘Earth Friends’.

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Local governors and trustees know the school well, are committed to their roles and have high ambitions for all pupils. They share a clear vision with the school and provide effective support and challenge to ensure that it is achieved. Staff support each other and work well as a team. They are proud to work at the school. They appreciate that leaders are very considerate of their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, the work that pupils are given to complete is not matched well enough to what pupils need to practise. This means that some pupils lose focus and do not make as much progress through the curriculum as they could. The school should continue to ensure that teachers consistently match work to the needs of pupils. 7 and 8 May 2025

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 Sometimes, pupils are not given sufficient opportunity to develop their learning through appropriate discussion. This means that some pupils do not have enough chances to connect, rehearse and apply their learning in order for it to become part of their long- term memory. The school should continue to ensure that teachers facilitate appropriate discussion of subject content to support pupils’ learning over time.

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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). 7 and 8 May 2025

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School details

Website www.holyrosaryburton.srscmat.co.uk

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School details

Dates of previous inspection 25 and 26 January 2023, under section 5 of the Education Act 2005

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Information about this school

 This Roman Catholic school is part of the Diocese of Nottingham. The last section 48 inspection for schools of a religious character took place in November 2021.  The school does not use any alternative providers.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 7 and 8 May 2025

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 The inspectors carried out deep dives in these subjects: early reading, mathematics, music, art and design technology. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  Inspectors had formal meetings with the headteacher, the deputy headteacher, subject leaders, the special educational needs and disabilities coordinator, the designated safeguarding lead and the leader responsible for early years.  The lead inspector met with governors. They also spoke with representatives of the trust. Inspectors met with members of staff and spoke to pupils formally and informally at various points in the inspection to gather general information about school life. They took account of responses to the online survey, Ofsted Parent View, and the online staff and pupil surveys. Inspectors spoke informally with parents on arrival to school.

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 Inspectors examined a range of school documentation, including leaders’ self- evaluation, improvement plans, records of governance and documentation relating to attendance and pupils’ behaviour.  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 safeguarding that puts pupils’ interests first.

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Inspection team

Su Plant, lead inspector His Majesty’s Inspector

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Inspection team

Ellen Taylor Ofsted Inspector 7 and 8 May 2025

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