St Bernadette's Catholic Primary School

St Bernadette's Catholic Primary School

Address: Preston Road, Withdean, Brighton, Brighton, East Sussex, BN1 6UT Unique reference number (URN): 114546

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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.

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How we evaluate safeguarding

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

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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.

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Inclusion Strong standard

Leaders have created a highly inclusive environment. They and their staff have a deep understanding of pupils' needs, particularly those pupils with special educational needs and/or disabilities, disadvantaged pupils and those with other vulnerabilities. Pupils who are new to the school benefit from support that helps them to settle successfully. This includes specialist teaching for those pupils who are in the early stages of learning to speak English.

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Inclusion Strong standard

Well-established procedures enable leaders to identify pupils' additional needs swiftly and accurately. Staff work closely with parents, carers and external specialists to ensure that pupils receive timely and purposeful support. Leaders regularly review and adapt the support in place in response to pupils' changing needs. This ensures that pupils continue to make progress, both academically and personally. As a result, they typically achieve well and participate fully in all that the school has to offer.

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Inclusion Strong standard

High-quality professional training ensures that staff are skilled in adapting the curriculum. This ensures that all groups of pupils access learning successfully. Leaders ensure that pupil premium funding is used appropriately, with a clear focus on pupils' individual needs. They make sure that alternative provision is carefully commissioned and used highly effectively to support pupils' best interests.

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Personal development and wellbeing Strong standard

Pupils are very well prepared for future life in Britain. Leaders have developed a highly effective programme to promote pupils' personal development and wellbeing, including relationships and sex education. The programme begins in early years, where children learn how to take turns, share resources and resolve minor disagreements successfully. Leaders adapt the content according to individual pupil and class needs. By the end of Year 6, pupils develop a detailed knowledge of topics such as how to keep safe, including when online, the value of staying active and the importance of mental health. They understand the value of democracy and know about the importance of this in parliamentary elections in the United Kingdom. Pupils appreciate opportunities to vote on key decisions in school.

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Personal development and wellbeing Strong standard

Pupils develop a deep understanding of the spiritual and cultural aspects of life. Leaders' focus on promoting the values of equality and respect for diversity is reflected in pupils' positive relationships and attitudes, as well as in the school's thoughtful displays and high- quality resources. Pupils are knowledgeable about different cultures and beliefs. They demonstrate a sincere and genuine respect for others. For instance, they talk maturely about issues such as neurodiversity and equal rights. Pupils know about different family patterns and speak of the importance of treating everyone fairly. The personal development programme includes appropriate coverage of the harm bullying causes. Pupils have a keen sense of right and wrong. For instance, they know what racism is and why it is harmful.

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Personal development and wellbeing Strong standard

Leaders' work to ensure that all pupils play a valued role in school life has ensured that pupils develop a powerful sense of belonging. They relish the extensive range of clubs and activities provided by the school. Leaders check pupils' participation closely. They remove

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Expected standard

barriers to disadvantaged pupils' participation and make sure that everyone has the opportunity to join in.

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Achievement Expected standard

Overall, pupils achieve well and are securely prepared for their future learning. Teaching typically ensures that pupils with barriers to their learning, including disadvantaged pupils and those with special educational needs and/or disabilities, make suitable progress from their individual starting points. Pupils develop a notable love of reading. The school's well- established phonics programme ensures that pupils acquire confident and reliable early reading skills. This is reflected in the results of the Year 1 phonics check, which are consistently above the national average.

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Achievement Expected standard

The school's success in preparing pupils for the next stage of their education is reflected in published attainment outcomes, which are broadly in line with the national average. However, there are variations in aspects of pupils' handwriting and spelling and in their recall of multiplication facts which hamper their fluency in writing and mathematics over time. Leaders' actions have led to improvements in these aspects of pupils' learning in the last year.

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Attendance and behaviour Expected standard

Leaders continuously and positively reinforce the importance of regular attendance. They engage very well with parents and carers. Leaders provide purposeful support for pupils and their families whenever necessary. They work constructively with external agencies to help pupils to overcome any barriers to regular attendance. Consequently, pupils’ attendance is consistently above the national average and rates of persistent absenteeism are low, both overall and for disadvantaged pupils.

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Attendance and behaviour Expected standard

Pupils generally behave well. Leaders maintain consistently high expectations of behaviour. Staff follow behaviour management policies consistently, and pupils who need extra help benefit from timely support. As a result, pupils generally behave well, overall. However, staff have not ensured that a small proportion of pupils who struggle to manage their behaviour act as responsibly as they should.

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Attendance and behaviour Expected standard

Leaders and staff give pupils' wellbeing a high priority. This makes a notable contribution to the school’s calm, nurturing, community ethos. Typically, pupils are keen to learn. They engage well in lessons and respond to new learning with interest. Pupils discuss their ideas maturely and enthusiastically during lessons, listening carefully to their teacher and classmates. Pupils have no concerns about bullying. Leaders act swiftly if any worries about bullying are raised.

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Curriculum and teaching Expected standard

Leaders have designed a broad, engaging and ambitious curriculum that contributes well to pupils’ enjoyment of learning in all subjects. It sets out clearly what pupils need to learn and ensures that learning builds progressively over time. Reading is given a high priority throughout the school, and there is a clear and successful emphasis on developing pupils' love of reading. A well-established and successful phonics programme ensures that pupils achieve early success in reading.

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Curriculum and teaching Expected standard

Teachers are knowledgeable about the subjects they teach. They explain and model new learning skilfully, using classroom resources well to demonstrate and support pupils' learning. Staff check pupils' learning carefully, making suitable adaptations to the curriculum where needed, including for pupils with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

Leaders have a clear picture of where further refinements to the curriculum are needed. For instance, they have identified that aspects of spelling, handwriting and multiplication tables are not taught as consistently or effectively as other areas of the curriculum. This means that pupils do not consistently acquire the fluency required in these areas to achieve the highest standards. Leaders continue to develop and refine these aspects of the curriculum.

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Early years Expected standard

The well-designed early years curriculum ensures that children, including those with special educational needs and/or disabilities, access all areas of learning effectively. Staff know the children well. They identify any barriers to children's learning quickly and adjust the curriculum where needed. This ensures that children make progress from their starting points and are well prepared for learning in key stage 1.

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Early years Expected standard

Leaders place a deliberate focus on building children's social, communication and language skills. Staff model language and vocabulary appropriately. This helps children to develop communication and early literacy skills. For the most part, staff use high-quality interactions effectively to explore and develop children's learning. Leaders have established effective and purposeful systems to share information with parents and carers.

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Early years Expected standard

Staff introduce children to phonics from the moment they join Reception class. Phonics is taught well. This ensures that children are well equipped with early reading skills. Staff provide timely support for children who need extra help with their reading. The curriculum is thoughtfully designed to promote communication and literacy through engaging stories, rhymes and activities. Texts are chosen carefully for story times, which are a highlight of the school day. Children love books and listen to stories attentively.

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Leadership and governance Expected standard

Leaders have high expectations of all pupils. They are committed to providing the best possible education and care, particularly for the most vulnerable. Leaders place pupils' best interests at the centre of decisions about key developments and when considering the use of resources. They maintain a robust oversight of the school's performance, which informs their decision-making. Leaders understand strengths in the school's work and are clear about aspects that need further development. Priorities for improvement are shared and widely understood by staff and governors. The success of leaders' work is evident in improved achievement. For instance, work to strengthen the teaching of multiplication tables means that pupils are increasingly well equipped to tackle mathematical problems.

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Leadership and governance Expected standard

Leaders manage improvements well. They take reasonable steps to support staff wellbeing and to help them to manage their workload. Leaders provide a well-designed programme of professional training for staff. This helps staff to develop the subject knowledge and expertise needed to deliver the curriculum successfully. They work productively with external agencies and organisations to inform improvements. For instance, leaders are currently working with a local research school to further support the development of oracy skills in the school.

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Leadership and governance Expected standard

Governors are knowledgeable about the school's work. They understand and fulfil their responsibilities very well and ask leaders searching questions about pupils' learning and wellbeing. Leaders maintain positive relationships with parents and carers, who are highly appreciative of the school's community atmosphere, the welcoming staff and the contribution the school makes to their children's learning.

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

St Bernadette’s friendly, welcoming and inclusive culture is evident from the moment you arrive. The school’s ethos and its behaviour expectations provide a firm framework for pupils’ academic and personal development. Pupils' happy, excited chatter fills the corridors at the start of the school day, as they hang up their coats and make their way sensibly to their classrooms.

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

Pupils are rightly proud of their school. They develop a palpable sense of belonging and relish the many opportunities to contribute to school life, such as singing in the choir or as a school councillor. Pupils feel secure and well cared for. They talk confidently about how arrangements such as visitor lanyards and fire drills keep them safe.

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

Pupils speak warmly about the air of kindness which permeates the school. They understand their responsibility for making sure that everyone feels included. Pupils know what is expected of them and generally follow the school rules. As a result, lessons are typically calm, orderly and purposeful. Lunchtimes are happy and sociable occasions when pupils enjoy playing and chatting with friends. Pupils have no concerns about bullying and know that adults will look after them if they are worried.

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

Leaders and staff know pupils well. They develop warm, professional relationships with pupils and keep a careful check on their learning and wellbeing. Leaders provide timely and effective support for those pupils who need extra help. As a result, pupils learn well, including disadvantaged pupils, pupils with special educational needs and/or disabilities and those who face barriers to their learning. Generally, pupils leave the school securely equipped with the key knowledge and skills needed to be successful in the next stage of their education.

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Team inspectors:

Sarah Hilditch, Ofsted Inspector Mark Rivers, Ofsted Inspector

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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.

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Next steps

• Leaders should continue their work to ensure that the revised curriculum in handwriting, spelling and multiplication tables facts is securely embedded in all year groups, so that pupils’ achievement is consistently high across all areas of learning. • Leaders should ensure that staff continue to embed the teaching of behaviour strategies so that pupils demonstrate consistent self-discipline and dedication to learning.

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About this inspection

The co-chairs of governors in this school are Janet Silva and James Kilmartin.

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About this inspection

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

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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.

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About this inspection

Inspectors spoke with the headteacher, the deputy headteacher, the inclusion leader and other members of staff. They also spoke with the school's improvement partner from the local authority and a representative from the diocese. The lead inspector met with 4 members of the board of governors, including the 2 co-chairs.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is registered as having a Roman Catholic religious character. The most recent section 48 Statutory Inspection of Roman Catholic Schools took place in June 2025.

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About this inspection

The school uses one registered alternative provision.

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About this inspection

Headteacher: Claire Smith This data is from 6 January 2026

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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average

2024/25 (revised) 66% 62% Close to average

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average

2023/24 (final) 69% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2022/23 (final) 74% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

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

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average

2023/24 (final) 69% 73% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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national average

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

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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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 .

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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 .

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Urgent improvement

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Urgent improvement

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

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