Saint Martin's Catholic Voluntary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Saint Martin’s Catholic Voluntary Academy Stoke Road, Nuneaton CV13 6BF

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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 headteacher of this school is Clive Wright. This school is part of Saint Thomas Aquinas 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), Neil Lockyer, and overseen by a board of trustees, chaired by Sarah Noon.

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What is it like to attend this school?

Pupils thrive at this highly ambitious school. The school has exceptionally high expectations for all pupils. The mutual respect shown between pupils and staff ensures that learning takes place in a supportive and nurturing environment. This makes pupils feel safe and happy. Staff motivate pupils and celebrate pupils’ achievements in ‘standing assemblies’. All pupils access a broad range of subjects. They achieve excellent outcomes. This prepares them well for the next stage of their education.

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What is it like to attend this school?

In addition to the academic curriculum, pupils are keen to make the most of the wide variety of opportunities available to them at this school. For example, pupils take part in the ‘Big Sleep Out’ to raise money for the homeless, and they perform in the school musical ‘Matilda’. These opportunities enhance pupils’ confidence and independence.

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What is it like to attend this school?

Staff are skilled at teaching pupils the social behaviours they need to be successful in school and beyond. As a result, they are highly motivated in their studies and behave responsibly around the school site. Parents and carers value the work that the school does to support their children, a typical comment being, ‘The school encourages children to be the best person they can be.’ 10 and 11 June 2025

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

The school provides an excellent standard of education. The curriculum is designed to be ambitious for all pupils. As a result, pupils achieve consistently highly. Staff present information clearly and demonstrate very secure subject knowledge. They provide pupils with regular opportunities to revisit what they have learned. Staff ask targeted questions skilfully to check that pupils’ understanding is secure before introducing new learning. Vocabulary and subject-specific terminology are used confidently by pupils across subjects. This enables pupils to have a secure understanding of their learning.

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

The needs of pupils with special educational needs and/or disabilities (SEND) are identified quickly. Learning support plans are clear and effective. The school seeks appropriate advice from external agencies to support pupils’ specific needs. Staff receive training so they can adapt their teaching effectively. Consequently, pupils with SEND access the full curriculum and achieve well.

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

Reading is a priority for the school. Pupils’ reading ability is promptly and accurately identified as soon as they join the school. Pupils who need additional support follow a well-considered and coherent reading strategy that ensures that they practise their reading regularly and become fluent.

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

The broad personal development curriculum at St. Martin’s is exceptional. Pupils have an accurate understanding of healthy relationships and how to be safe and healthy. An impressive range of trips and residentials in London and Rome allow pupils to experience life beyond Stoke Golding. A wide range of clubs such as softball, history club and cooking ensure that as many pupils as possible develop their talents and interests. Pupils benefit from a wide variety of leadership roles, including being a member of the ‘Chaplaincy Team’. These build pupils’ confidence and skills as well as supporting local and national charities as part of the school’s ethos. The careers programme is another area of strength. Very effective advice and guidance enable pupils to make informed decisions about their subject choices. Career events and listening to expert speakers inspire pupils’ aspirations about future job prospects.

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

Pupils’ behaviour is exemplary. In lessons, pupils focus on their learning. There is no disruption. Staff are trusted by pupils to deal with any issues immediately and effectively. Most pupils attend school well. For those who require it, the school works closely with families to reduce any barriers that may impact pupils’ attendance and punctuality. This helps to improve their attendance.

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

Leaders at all levels have worked collaboratively to ensure that pupils achieve the ambitious goals they are set and are very well prepared for their future. The trust provides the school with support when necessary. In addition, the school makes a valuable contribution to the wider work of the trust. Staff at all levels receive high-quality training and professional development. Leaders are mindful of staff workload and well- being. 10 and 11 June 2025

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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 first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019.

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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 and 11 June 2025

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School details

Dates of previous inspection 25 and 26 June 2019, under section 5 of the Education Act 2005

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Information about this school

 The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.  The school uses eight registered alternative provisions.

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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. Inspector discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. 10 and 11 June 2025

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 Inspectors held meetings with leaders responsible for behaviour, attendance, reading, personal development, pupil premium funding and SEND.  To evaluate the effectiveness of safeguarding, the lead inspector 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 considered pupils’ behaviour at various times of day, including in lessons, around the school site and at lunchtime.  The lead inspector took account of the responses to the Ofsted online surveys for staff, pupils and parents.  The lead inspector met with the CEO of the trust, governors and the chair of the trust board.

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Inspection team

Stephen Long, lead inspector Ofsted Inspector

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Inspection team

Jenny Brown Ofsted Inspector 10 and 11 June 2025

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