Our Lady and St Teresa's Catholic Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Our Lady and St Teresa’s Catholic Primary School Windmill Hill, Cubbington, Leamington Spa, Warwickshire CV32 7LN

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Outcome

Our Lady and St Teresa’s Catholic Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The principal of this school is Matt Pettle. This 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, Charlotte Miller, who is responsible for this school and two others.

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What is it like to attend this school?

Pupils take pride in their school. They are happy and cheerful members of the school community. They feel safe and know the adults will always look after them. Pupils enjoy undertaking exciting learning tasks, and overall, pupils work hard in lessons. The school has high expectations for all pupils to achieve well. Most pupils reach these high expectations.

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What is it like to attend this school?

Typically, pupils are polite, well mannered and respectful. Movement around the school is orderly and calm. Pupils acknowledge there is a little occasional bullying in school. When bullying happens, pupils know that adults will rapidly sort it out for them.

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What is it like to attend this school?

There are many opportunities for pupils to learn beyond the classroom, including workshops at a local secondary school. Pupils learn about faiths and cultures other than their own. Trips to sites of historical and cultural importance help pupils apply their knowledge and make links in their learning. Pupils value taking on special roles in school. These include looking after the frogs, chickens and fish, which helps to increase pupils’ independence. Pupils relish the wide range of extra opportunities which are helping them to grow in confidence. 10 June 2025

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

Children get off to a secure start to their education in Reception. The early years curriculum prepares them well for the range of subjects they will learn in key stage 1. All children enjoy the creative learning activities. The school places great emphasis on building vocabulary. Staff revisit children’s learning regularly. This helps children to know and remember more over time. For example, children can name the characters and talk knowledgeably about a story they have read. This approach helps children to know and remember more key knowledge over time. When they enter Year 1, children are well prepared for the next stage of their learning.

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

Reading is a high priority in this school. The teaching of phonics is a strength. The progress pupils make in learning their phonics is carefully checked. Any pupils who fall behind are rapidly identified and skilfully helped to catch up. This helps all pupils to become confident and fluent readers.

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

The school has carefully constructed the curriculum, beginning in the early years. There is a clear sequence to learning. It helps pupils to know and remember more as they progress through school. The use of assessment supports effective learning. Teachers recap what pupils have learned before and ask questions to check that learning is secure. Pupils’ outcomes in national checks on writing and times tables last year were lower than the school hoped for. However, current pupils are achieving increasingly well in these areas. In lessons, there is a strong focus on understanding key vocabulary. This helps pupils to communicate their understanding with confidence. In the majority of books, pupils’ work is well presented. However, sometimes, teachers do not have high enough expectations for pupils and their achievement. When this happens, pupils do not always produce their best work or remember enough key knowledge to support future learning.

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

Occasionally, pupils do not listen keenly enough, and this sometimes disrupts learning for others.

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

Pupils with special educational needs and/or disabilities (SEND) are quickly identified by the school. The school puts in place personalised support programmes for these pupils. These support their learning effectively and help pupils with SEND study the same curriculum as other pupils. The school works diligently with many external agencies to support pupils with SEND successfully.

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

The school’s effective work on maintaining a positive picture around attendance is having a strong impact. Pupils speak about the importance of being in school every day. They know any absence impacts negatively on their learning. The number of pupils regularly absent from school has reduced well.

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

Pupils know the differences between right and wrong. They have a good understanding of democracy. Pupils take part in UK Parliament week. They can relate their knowledge of democracy to real-life events. Pupils attend a range of clubs. These activities contribute to strengthening their wider development. The school works closely with parents and the wider community, which supports pupils’ learning effectively. 10 June 2025

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Leaders have sustained the school’s performance. They have worked successfully on the areas for improvement from the previous inspection. Leaders are mindful of how the changes they make impact staff workload. Staff are motivated to carry out their roles effectively thanks to the support they receive from the school. Trustees and governors know the school well. They discharge their legal duties effectively. The trust supports the school well.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally teachers do not have high enough expectations of their pupils. This means some pupils are not producing their best work or learning key knowledge effectively. The school should ensure teachers have consistently high expectations of all pupils.  Pupils’ attitudes to learning are not good enough in a few lessons. This disrupts the learning for some pupils. The school should ensure attitudes to learning are good in all year groups.

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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 first ungraded inspection since we judged the predecessor school, Our Lady and St Teresa’s Catholic Primary School, to be good for overall effectiveness in February 2020. 10 June 2025

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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). 10 June 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 Our Lady of the Magnificat Multi-Academy Company.  Our Lady and St Teresa’s Catholic Primary School converted to become an academy in September 2022. When its predecessor school, St Teresa’s Catholic Primary School, was last inspected by Ofsted, it was judged to be good for overall effectiveness.  A new principal took up post in September 2023.  The school is a Catholic faith school in the Archdiocese of Birmingham. The school was inspected under section 48 in December 2024.  The school does not make use of any alternative provision.

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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. Inspectors discussed the impact of the pandemic with the school and have 10 June 2025

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taken that into account in their evaluation of the school.  The inspectors met with the principal and other leaders. The lead inspector spoke by telephone to a representative of the archdiocese.  The chair of the local governing board and the chair of the trustees met with the lead inspector.  Inspectors met with the CEO and the director of education from the trust.  Inspectors spoke with pupils at social times and with groups of pupils more formally.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of their work.  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.  Inspectors reviewed a range of documents. These included the minutes of local

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governing board meetings and information about pupils’ behaviour, attendance and the school’s curriculum, self-evaluation and improvement planning.  Inspectors considered the views of parents who responded to the online survey for parents, Ofsted Parent View. They also considered responses to the online staff and pupil surveys.

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Inspection team

Declan McCauley, lead inspector Ofsted Inspector

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Inspection team

Sarah Malam Ofsted Inspector 10 June 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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