Our Lady's Catholic Primary School

Inspection of Our Lady’s Catholic Primary School St Faith’s Road, Alcester, Warwickshire B49 6AG

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

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The principal of this school is Claire Williams. This school is part 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 this school and others. 24 and 25 June 2025

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What is it like to attend this school?

Pupils thrive at this inspirational school where ‘nobody is left behind’. The school has an unwavering commitment for each pupil to flourish academically and personally, and they do. Pupils achieve highly across a wide range of subjects. The school provides carefully tailored support for pupils to meet the ambitious expectations the school sets for them.

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What is it like to attend this school?

There is a very strong culture of care and kindness. Pupils feel a strong sense of belonging. There is an extremely calm and purposeful atmosphere with a buzz of learning and excitement. Pupils’ conduct and attitudes towards their learning are exemplary. They know that there are adults that they can talk to if they have a worry or concern. This makes them feel safe, happy and well-cared for.

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What is it like to attend this school?

Pupils benefit from a wide range of enrichment activities. These include visits to London, camping in the forest, immersive historical experiences and visits to various places of worship. These experiences help pupils to try new things and appreciate the diversity of life in modern Britain. The school offers a wide range of extra-curricular clubs. This helps pupils to develop their talents and interests with the popular ‘gardening club’ being a firm favourite among pupils.

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

The school has transformed the curriculum. It has deliberately constructed a curriculum that outlines the key knowledge and skills pupils should learn. From the start of the early years, the school delivers a highly effective and ambitious curriculum. Well-chosen and engaging activities immerse pupils in learning. Teaching constantly checks pupils’ understanding. The school challenges pupils to recall and use previous information they have learned in the past. This helps pupils to remember their learning over time.

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

Staff deliver the phonics programme with expertise so that pupils quickly learn to read. Pupils practise reading often, using books that closely match their stage of reading. This helps them to develop their fluency and confidence. The school swiftly identifies any pupils requiring additional help with reading. They receive the support they need to help them become fluent readers. Books and stories have a high profile in the school. The school chooses texts carefully to help broaden pupils’ understanding of the world and to extend their vocabulary. The school promotes a love of reading through activities such as author visits and bedtime-reading workshops. As a result, pupils become enthusiastic and highly competent readers.

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

The school expertly identifies and supports pupils with special educational needs and/or disabilities (SEND). It provides academic and pastoral interventions as needed. Teaching makes helpful adaptations to lessons so that pupils benefit from the same ambitious curriculum offer. As a result of this work, pupils with SEND achieve highly.

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

Children in the early years get off to the best possible start. Expert staff support children to quickly develop the social and communication skills they need. Staff make sure that 24 and 25 June 2025

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learning activities match children’s interests and stages of development. As a result, children thrive.

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Pupils across the school have exceptional attitudes to their learning. They work hard and take great pride in how they present their work. They listen attentively and are keen to share their ideas. Pupils’ attendance is excellent. The school’s consistent approach to attendance has led to significant improvements. Leaders analyse attendance records in detail and take swift and effective action if attendance becomes a concern.

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The school has developed an extensive programme of opportunities that supports pupils’ wider development. Pupils actively live out the fundamental British values through leadership roles and being active citizens in the community. They show respect for the beliefs and traditions of people of different faiths. Pupils understand how to keep themselves safe online and out in the community. For example, pupils learn about road safety through cycling workshops. Pupils are extremely knowledgeable about how to keep both their minds and bodies healthy. For example, pupils spoke about reading for relaxation and the importance of healthy eating.

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Trustees and members of the local governing body ably support and challenge the school. There is a shared vision for providing an exceptional education for pupils. Staff appreciate the high-quality continuous development provided that positively impacts the quality of education that pupils receive. Staff feel valued and appreciate the school’s consideration of workload and well-being. Parents and carers have rightly recognised the many positive changes in recent years. This is now a school at the heart of its community where pupils flourish.

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Safeguarding

The arrangements for safeguarding are effective.

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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 24 and 25 June 2025

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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). 24 and 25 June 2025

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School details

Date of previous inspection 11 December 2024, under section 8 of the Education Act 2005

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Information about this school

 Since the last inspection, under section 5 of the Education Act 2005, new leaders have joined the school, including the principal, the executive principal and the special education needs and/or disabilities coordinator. A new governing body has also been appointed.  This school is part of The Our Lady of the Magnificat Multi-Academy Company.  The school has a Catholic religious ethos and is part of the Archdiocese of Birmingham. The school’s last 48 inspection took place in May 2025. The next section 48 inspection will be within five years of the previous section 48 inspection.  The school does not currently use any alternative provision.

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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 24 and 25 June 2025

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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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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with the principal, the executive principal, the senior leaders and the trust leaders.  The lead inspector met with the CEO and members of the trust board and local governing body. Minutes of trustee and governing body meetings were also scrutinised.  The lead inspector talked to a representative from the archdiocese.  The inspectors carried out deep dives in these subjects: early reading, mathematics, history and computing. 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 a sample of pupils’ work.  Inspectors also held discussion about the curriculum in some other subjects and looked

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at a sample of pupils’ work.  The lead inspector listened to some pupils read to a familiar adult.  The inspectors looked at records of pupils’ attendance and behaviour. They observed pupils’ behaviour in lessons and around school and talked to them about behaviour, bullying and welfare.  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.  The inspectors spoke with several groups of pupils and observed their behaviour at breaktime and lunchtime.  The inspectors met with groups of staff and pupils and also considered the opinions expressed through Ofsted’s staff survey.  The inspectors met with some parents at the start of the day. Inspectors also considered the views expressed through Ofsted Parent View, including the free-text

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Inspection team

Cathy Young, lead inspector His Majesty’s Inspector

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Inspection team

Sian Williams Ofsted Inspector 24 and 25 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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