Our Lady's Catholic Academy

Our Lady's Catholic Academy

Address: Watkin Street, Fenton, Stoke-on-Trent, Stoke-on-Trent, Staffordshire, ST4 4NP Unique reference number (URN): 140287

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Strong standard

Leaders have a relentless drive to ensure that regular attendance is sustained. High expectations and positive relationships with parents, which begin in the early years contribute well to the gains made over time. Leaders’ actions have resulted in attendance being above national levels and reduced rates of persistent absence.

p.2

Attendance and behaviour Strong standard

Attendance is a whole-school responsibility, with staff consistently reinforcing its importance. Attendance strategies are inclusive and responsive to pupils’ needs. Leaders closely analyse attendance data for all groups of pupils. This enables them to identify emerging barriers and implement targeted support promptly. Positive incentives and effective partnerships with families contribute to a culture in which pupils feel understood, supported and want to attend regularly.

p.2

Attendance and behaviour Strong standard

Behaviour across the school is calm, orderly and respectful. Leaders have established clear expectations through the 3 agreed rules: ‘Be kind, be safe, be ready’, which staff apply consistently. They make appropriate adaptations for pupils who struggle to manage their behaviour. This is shown in the significant reduction in the number of behaviour incidents recorded and suspensions issued in recent years.

p.2

Attendance and behaviour Strong standard

Pupils show respectful attitudes towards learning and behave well during lessons and social times. Leaders ensure that bullying and discriminatory behaviour are not tolerated and that any concerns are addressed swiftly and effectively.

p.2

Early years Strong standard

Children get off to a flying start in the Nursery and Reception Years. The nurturing and well- structured environment allows children to enjoy learning and playing. Leaders and staff prioritise language and communication. Staff skilfully model correct speech and extend children's vocabulary through well-planned learning activities, stories, songs and regular conversations. Across the early years, children also benefit from French sessions. This helps to further build children’s communication skills, confidence and independence.

p.2

Early years Strong standard

The curriculum is carefully planned to support all areas of learning. From the outset, staff focus on developing children's essential knowledge for reading, writing and number. As a result, most children secure the early skills they need to read and write. Staff in the early years have an in-depth understanding of children’s needs. They make sure that the curriculum builds on what children know, understand and can do. Activities are carefully adapted so that those who face additional barriers can achieve. By the end of the Reception Year, most children achieve a good level of development and are prepared for Year 1.

p.2

Early years Strong standard

Provision for nursery children supports personal, social, and emotional development. These form foundations that ensure children are ready for the next stage of their education.

p.2

Early years Strong standard

Leaders and staff have developed positive relationships with parents and carers early on. As a result, parents and carers are fully involved in their children’s learning.

p.2

Inclusion Strong standard

Leaders have created an immensely inclusive culture in which the needs of all pupils are prioritised, particularly those who are disadvantaged, have special educational needs and/or disabilities or are known to children’s social care. Robust systems for early identification and assessment ensure that pupils’ needs are recognised swiftly and support is tailored effectively. As a result, pupils access the same curriculum as their peers and progress well from their starting points.

p.3

Inclusion Strong standard

Leaders ensure that staff receive high-quality training, enabling them to understand pupils’ needs and adapt learning skilfully. They provide additional adult support where needed and specialist resources, such as writing slopes and sensory aids, which help pupils to concentrate and regulate emotions. As a result, all pupils participate fully in lessons.

p.3

Inclusion Strong standard

Leaders regularly monitor the impact of adaptations to learning and teaching interventions through reviews, pupil passports, staff discussions and feedback from pupils and parents. They use this information effectively to further adapt provision to support pupils' progress. Leaders have strong relationships with families and draw upon external agencies to increase support for pupils who may face barriers.

p.3

Inclusion Strong standard

Pupil premium funding is used effectively to enhance learning and personal development, for example by subsidising trips and providing bespoke support.

p.3

Personal development and wellbeing Strong standard

Pupils’ personal development and wellbeing sit at the heart of the school’s work, ensuring they are well prepared for life beyond school. The curriculum is broad and well sequenced, and builds on themes such as emotions, healthy relationships, mental and physical health, online safety and life in the wider world. Age-appropriate teaching and planned revisits secure pupils’ understanding so they know how to stay safe and make positive choices.

p.3

Personal development and wellbeing Strong standard

Pupils understand fundamental British values, respect for others, and the importance of equality and diversity. They understand the concepts of democracy and equality. Pupils demonstrate inclusive attitudes, accepting and valuing differences in others. One pupil summed this up by saying, ‘the school is open to everyone, a place where you won’t be judged but welcomed’.

p.3

Personal development and wellbeing Strong standard

Leadership opportunities for pupils are plentiful. Pupils take on roles such as school councillors, mental health leaders, attendance leaders and playground leaders. Through these roles, pupils develop confidence and responsibility, and become positive role models for others.

p.3

Personal development and wellbeing Strong standard

Learning is enriched through planned educational visits, themed weeks and visits from external speakers. There are a number of wide-ranging, extra-curricular clubs on offer. Leaders ensure that there is equal access for all pupils, including those who are disadvantaged, by carefully tracking pupils' participation.

p.3

Personal development and wellbeing Strong standard

Pupils understand how to keep themselves safe online. They know how to protect their personal information and access online information with care. Pupils know how to keep

p.3

Expected standard

themselves safe in the real world through learning about road safety, water safety and electrical safety. They know the characteristics of healthy and unhealthy friendships.

p.4

Expected standard

Pastoral care is a strength of the school. The 'Saint Catherine of Siena' room offers a safe space for pupils to regulate emotions. Pupils feel very proud of their school and the staff that support them. This comprehensive approach ensures that pupils leave school as positive, responsible and active citizens.

p.4

Achievement Expected standard

Pupils typically achieve well by the time they leave the school. Pupils learn important foundational knowledge of reading, writing and mathematics. They build further skills in reading, writing and mathematics from the early years onwards. Outcomes in national curriculum tests reflect this secure learning over time. The proportion of Year 6 pupils reaching the standards expected for their age in reading, writing and mathematics are typically above national averages.

p.4

Achievement Expected standard

Many pupils have low starting points when they join the school and a number of pupils leave or join the school part way through the academic year. As a result, outcomes for phonics in Year 1 are below national levels. The school is relentless in ensuring that these pupils catch up and learn the knowledge they need to be ready for their next step.

p.4

Achievement Expected standard

As a result of the school’s inclusive practices, disadvantaged pupils and pupils with special educational needs and/or disabilities achieve well because gaps in learning are identified quickly and addressed.

p.4

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of curriculum and teaching. They have designed the curriculum with pupils' additional barriers in mind. Staff receive ongoing training so that they can adapt teaching and the curriculum effectively. This ensures all pupils access a full curriculum alongside their peers.

p.4

Curriculum and teaching Expected standard

Leaders review the curriculum regularly and respond swiftly to bring about improvements. These changes are well informed by the needs of the pupils across the school. The curriculum is well sequenced in each subject, which allows pupils to build language and vocabulary over time. While opportunities to recap prior learning are present, these opportunities do not always help pupils make links and move learning on.

p.4

Curriculum and teaching Expected standard

The curriculum is taught well. Staff know the needs of their pupils and adapt their teaching. Leaders have prioritised the essential knowledge pupils need in reading, writing and mathematics. This is a high priority in every classroom. However, opportunities for pupils to use extended writing across the curriculum can be limited. This reduces chances for pupils to consolidate and develop the skills and knowledge they have learned. Reading, including phonics, and mathematics are typically taught well. Targeted support for those that fall behind or who are new to the school is generally effective. As a result, barriers to pupils' wider achievement across the curriculum are successfully being overcome.

p.4

Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and areas for development. They have created an inclusive culture that prioritises the needs of all pupils, including those who are disadvantaged, those with special educational needs and/or disabilities or those who are known to children’s social care. They make decisions that are in the best interests of pupils.

p.5

Leadership and governance Expected standard

Leaders work closely with families to ensure that timely and targeted support for pupils is provided. Families have a trusting relationship with leaders which allows concerns to be addressed promptly.

p.5

Leadership and governance Expected standard

Governors play an active role in overseeing all aspects of the school’s work. They are committed to securing high-quality education for all pupils. Governors provide rigorous challenge and support, and validate information provided by leaders through visits to school and discussions with pupils.

p.5

Leadership and governance Expected standard

The trust has in-depth and detailed oversight of the school’s effectiveness. It provides useful networking opportunities and high-quality training. Trustees scrutinise performance data thoroughly and provide support as well as challenge.

p.5

Leadership and governance Expected standard

Staff value the work of leaders. They describe the school as a happy and supportive place in which to work. Leaders’ approach to workload and wellbeing is highly appreciated by staff, including early career teachers. They know that changes or improvements are only undertaken with pupils' benefit in mind.

p.5

What it's like to be a pupil at this school

Pupils are passionate about attending this welcoming school. They are greeted warmly by staff. Pupils arrive at school ready and eager to learn. They have positive attitudes to learning and are keen to talk about their work.

p.5

What it's like to be a pupil at this school

From the outset, leaders prioritise reading, writing and mathematics. Well ‑ planned activities and effective teaching support children to learn early sounds, letters and numbers successfully. Inclusion is at the heart of everything that leaders do. This ensures that pupils who are disadvantaged, known to social care and those with special educational needs and/or disabilities (SEND) are well supported and fully included in every aspect of school life. As a result, all pupils are prepared for the next stage in their education.

p.5

What it's like to be a pupil at this school

Staff have highly positive relationships with pupils and know them well. They adapt teaching to reduce barriers for vulnerable pupils, including those who need extra help or speak another language. Consequently, pupils succeed and fully participate in lessons. Pupils behave well and follow routines across all aspects of the school day. They model tolerance and respect and celebrate diversity. Pupils trust staff to deal quickly with any worries or concerns they may have. When pupils struggle, staff use a range of strategies to help them manage their emotions and behaviours. The school is calm and orderly.

p.5

What it's like to be a pupil at this school

Pupils attend better than other pupils nationally, including disadvantaged pupils and those with SEND. Leaders work closely with families to ensure regular attendance, and they provide timely support where needed.

p.6

What it's like to be a pupil at this school

Pupils enjoy the range of trips, clubs and experiences that the school offers. They have opportunities to develop their leadership skills through the various roles available to them. They carry these roles out with pride. Pupils contribute to their community through charity fundraising and food bank initiatives. These experiences help pupils prepare for life in modern Britain.

p.6

Next steps

• Leaders should ensure that pupils are given opportunities to apply their extended writing skills more broadly across the curriculum to enhance and deepen their learning. • Leaders should continue their drive to ensure that opportunities for pupils to recap prior learning are consistently used well across the curriculum to further connect pupils' knowledge and skills.

p.6

About this inspection

This school is part of St Gabriel The Archangel Catholic Muti-Academy Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Toni Ellis, and overseen by a board of trustees, chaired by Julia Bridgewater MBE.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with school leaders, including the executive headteacher, head of school and other leaders. The lead inspector spoke with representatives of the trust, including trust leaders, trustees and members of the local governing body during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school does not make use of any alternative provision for pupils.

p.6

About this inspection

A new chair of the local governing body was appointed in September 2025.

p.6

Team inspectors:

Darren Lennon, Ofsted Inspector Allyson Brown, Ofsted Inspector

p.7

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

National average: 300 Executive Headteacher: Mrs Karyn Oakley

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.9

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

average

2024/25 (revised) 59% 62% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 77% 74% Close to average

p.9

average

2022/23 (final) 79% 73% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2024/25 (revised) 76% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (revised) 72% 74% Close to average

p.10

average

2023/24 (final) 74% 73% Close to average

p.10

average

2022/23 (final) 79% 73% Close to average

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2024/25 (revised) 53% 47% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.11

average

2024/25 (revised) 59% 63% Close to average

p.11

average

2023/24 (final) 71% 62% Close to average

p.11

average

2022/23 (final) 71% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

average

2024/25 (revised) 71% 59% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

2024/25 (revised) 65% 61% Close to average

p.12

average

2022/23 (final) 71% 59% Close to average

p.12

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

national average

2024/25 (2 term) 4.8% 5.2% Close to average

p.14

national average

2023/24 (3 term) 4.8% 5.5% Close to average

p.14

national average

2022/23 (3 term) 5.8% 5.9% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2024/25 (2 term) 12.2% 13.3% Close to average

p.14

national average

2023/24 (3 term) 12.2% 14.6% Close to average

p.14

national average

2022/23 (3 term) 14.0% 16.2% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.15