The Faber Catholic Primary School

Inspection of The Faber Catholic Primary School Cotton Lane, Cotton, Stoke-on-Trent, Staffordshire ST10 3DN

p.1

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good

p.1

The headteacher is Sarah Baxter. This school is part of The Painsley Catholic Academy trust, which means that other people in the trust have responsibility for running the school. The trust is run by the chief operating officer (COO), Joanne Bradbury, and overseen by a board of directors, chaired by Ken Wilson. 20 and 21 May 2025

p.1

What is it like to attend this school?

Pupils talk about their school with a sense of pride. It is typically praised by parents, pupils and staff for its ‘family-like’ atmosphere. There is a strong sense of community. Pupils have strong relationships with staff. This makes them feel well cared for and confident to share their feelings and thoughts. As a result, pupils feel safe and attend highly across the school.

p.2

What is it like to attend this school?

The school’s mission is for all pupils to ‘Grow in faith together’. This is the cornerstone that underpins all aspects of the school life. Pupils’ behaviour is exemplary. They are exceptionally well mannered and courteous to adults and to one another. Pupils strive to support one another socially and academically ‘as one Faber family’. They know how important it is to treat everyone in the same way.

p.2

What is it like to attend this school?

The school is highly ambitious for pupils’ achievement. This begins in the early years, where children get off to a flying start on their learning journey. Pupils study a curriculum that engages and supports them to gain deep knowledge. Pupils achieve well.

p.2

What is it like to attend this school?

The school makes sure that all pupils benefit from the extensive enrichment offer. Pupils enjoy a range of clubs. They talk with enthusiasm about their leadership roles and their contribution to the life of the school and local community.

p.2

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

The school has designed an ambitious, well-sequenced curriculum that meets the needs of mixed-age classes. This means that the knowledge that pupils should achieve is clearly identified across year groups. Pupils practise and embed important ideas. For example, in mathematics, children in the early years regularly practise counting. They learn that numbers can be made in different ways and that numbers can be odd and even. This knowledge supports pupils in Years 1 and 2 to solve a range of mathematical problems with increasing confidence. In Years 3 to 6, these solid foundations are built on further. As a result, pupils develop fluency in mathematics. However, not all pupils are provided enough opportunities to develop their reasoning and problem-solving skills. This means that pupils are not increasing their deeper understanding of mathematical concepts.

p.2

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

Teachers present subject matter clearly and ask pupils to recall their prior learning. They help pupils to make links in learning and apply what they know. Staff check pupils’ understanding to address errors or misconceptions. However, in some foundation subjects, repeated errors in pupils written work are not consistently picked up or remedied. This means that pupils’ knowledge in these subjects is not as secure as it could be.

p.2

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

Reading is prioritised in the curriculum. Children start learning to read from day one in Reception, where they learn the sounds they will later use to read words. Staff deliver high-quality phonics teaching. They identify any pupils who struggle and give them extra support. Books match the sounds that pupils know. As a result, pupils become fluent, 20 and 21 May 2025

p.2

3

confident and independent readers. Pupils are proud of the visiting library and benefit from reading a wide range of interesting and high-quality books on offer.

p.3

3

Staff are ambitious for pupils with special educational needs and/or disabilities (SEND). The school works with a range of specialists to ensure that the help provided is focused on pupils’ needs. These pupils receive effective support from adults. As a result, they thrive in school.

p.3

3

The early years provision ensures children get off to a strong start. Staff have high expectations of children’s achievement. Children learn routines quickly and listen carefully to adults. Language is modelled expertly by adults. They weave important vocabulary into conversations with children. Children manage their emotions well and play cooperatively with one another.

p.3

3

Pupils’ have very positive attitudes and commitment to their education. Low-level disruption is rare and not tolerated by staff. During their social times, pupils use equipment sensibly and take responsibility for tidying it away. As a result, school is a harmonious place.

p.3

3

There is an impressive offer to cater for pupils’ wider development. This includes extensive extra-curricular clubs, such as those for gardening, weightlifting and crafting. Pupils compete successfully in various inter-school sporting events and contribute to their community through food bank and care package drives. Pupils learn how to look after their mental and physical health. They also know how to keep themselves safe online. Pupils have a deep understanding of fundamental British values. They learn about cultures and religions different from their own.

p.3

3

Staff, parents and pupils agreed that the school is well led and managed. Leaders are considerate of teachers’ workload and promote staff well-being. Staff are proud to work at the school. Governors, ably supported by the trust, are dedicated and skilled. They are ambitious for all pupils and make effective checks on many aspects of school life.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Pupils are not provided enough opportunities to develop reasoning and problem-solving in mathematics. The lack of opportunities prevents some pupils from improving their understanding of mathematical concepts. The school should provide regular opportunities for all pupils to develop their reasoning and problem-solving skills so that they can achieve as highly as possible. 20 and 21 May 2025

p.3

4

 The school’s approach to identifying the accuracy of pupils’ writing across some foundation subjects has not been as focused as it could be. As a result, pupils make repeated mistakes in their written work and errors in thinking persist. The school should ensure that there is a consistent approach to checking for mistakes in written work and make sure that these are addressed.

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). 20 and 21 May 2025

p.4

School details

Appropriate authority Board of directors

p.5

School details

Date of previous inspection 5 March 2020, under section 8 of the Education Act 2005

p.5

Information about this school

 The Catholic school is part of the Archdiocese of Birmingham. The last section 48 (denominational) inspection for schools of a religious character was carried out in February 2024.  The school is part of The Painsley Catholic Academy trust.  The school operates breakfast and after-school clubs on the site.  The school makes use of one alternative provider.  The headteacher took up their post in September 2023.

p.5

Information about this inspection

The inspector(s) 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 20 and 21 May 2025

p.5

6

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

p.6

6

 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 inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluations of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history 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 listened to a sample of pupils in Years 1 to 4 read to staff.  Inspectors met with groups of pupils across the school.  Inspectors considered the responses to the Ofsted Parent View questionnaire, including free-text comments. They also took account of the responses to the confidential staff

p.6

6

survey and gathered views of both staff and pupils throughout the inspection.  Inspectors spoke to parents at the end of the school day.  Inspectors met with the headteacher, members of the school senior leadership team, a selection of subject leaders, teachers and support staff.  The lead inspector met with leaders to discuss early years, SEND, disadvantaged pupils, behaviour, attendance and personal development.  The lead inspector met with representatives from the governing body, including the chair of the governing body. The lead inspector held a meeting with directors, the COO of the trust and deputy chief executive officers of the trust. He also held a telephone conversation with a representative of the diocese.  Inspectors scrutinised a wide range of documents, including those related to pupils’ wider development, behaviour and attendance. They also observed pupils’ behaviour in lessons, around school and during breaktime.

p.6

6

 The lead inspector reviewed and scrutinised a range of the school’s documents, including minutes of governor meetings.  To evaluate the effectiveness of safeguarding, 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.

p.6

Inspection team

James Dean, lead inspector His Majesty’s Inspector

p.6

Inspection team

Susan Ray Ofsted Inspector 20 and 21 May 2025

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