Holy Cross Catholic Primary School

Holy Cross Catholic Primary School

Address: Millfield Avenue, East Cowes, East Cowes, Isle of Wight, PO32 6AS Unique reference number (URN): 118198

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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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Early years Strong standard

All children in Reception benefit from a well ‑ designed early years curriculum. The learning environment is highly purposeful, nurturing and language rich. Children engage confidently in a wide range of well ‑ planned activities, both indoors and outdoors. In-the-moment adult interactions are very well matched to children's needs and move learning forward. Leaders ensure that clear processes are in place to pinpoint gaps in children's learning across the curriculum. This attention to detail, along with support from external agencies and parents and carers, ensures that children, including those who are disadvantaged or have additional needs, make secure progress from their starting points.

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Early years Strong standard

Children get a highly effective start in early reading, writing and mathematics. Delivery of the phonics scheme is precise. Children take part in activities such as a ‘tricky words’ treasure hunt, which captures their interest while skilfully developing reading and writing skills. Children's work demonstrates that they are developing early writing skills very well. In mathematics, staff knowledge of children enables them to carefully target those who need extra practice the most. This precise focus across all areas ensures that children are well prepared for the next stage in their learning when they move into Year 1.

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Personal development and wellbeing Strong standard

The personal development programme is a significant strength of the school and reflects leaders' clear vision for developing confident, well-rounded and responsible pupils. All pupils have access to and benefit considerably from this highly effective personal development programme. Leaders have carefully crafted a personal, social, health and economic (PSHE) education curriculum that engages pupils very well. Pupils are able to articulate with confidence how they have learned about healthy relationships, money matters and their wider PSHE education. This helps them to make informed choices and prepare for life beyond school.

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Personal development and wellbeing Strong standard

Pupils gain a well-developed understanding of healthy lifestyles and different faiths, contributing to respect and tolerance of others. Pupils express that everyone is completely welcome regardless of background or beliefs, reflecting a culture of genuine inclusion. Pupils also demonstrate a secure understanding of online safety, bullying, healthy habits and emotional regulation. Pupils receive high-quality emotional support and reflection time, which benefits all pupils, but particularly those with additional needs who can articulate clearly how it supports them. Pupils of all ages develop their leadership skills through, for example, the school council, sports leaders and 'playground pals'. This supports pupils to build confidence, responsibility and teamwork skills.

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Personal development and wellbeing Strong standard

All pupils can access the school's wider curriculum offer. Disadvantaged and more vulnerable pupils particularly benefit from leaders' focus on increasing their cultural capital. Clubs such as drama, LEGO, magic, arts and crafts, choir and sports provide opportunities for all pupils to pursue interests and develop new talents. Community engagement is a hallmark of the school. For example, pupils sing publicly, visit care homes, participate in outreach events, and engage in fundraising for environmental projects such as creating a

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Expected standard

wildlife pond. These experiences cultivate pupils' moral compass, social responsibility, empathy and pride in contributing to the wider community.

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Attendance and behaviour Expected standard

Leaders have prioritised attendance and punctuality. Pupils' attendance is improving and has been above national averages over the last two terms. Attendance for disadvantaged pupils and those with special educational needs and/or disabilities is close to the national average. This reflects leaders' careful understanding of the causes of absence and the support they put in place to improve attendance. They work closely with parents and carers to encourage regular attendance and address any barriers.

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Attendance and behaviour Expected standard

Pupils behave well at school. Leaders and staff have established a calm, orderly and supportive environment where pupils can learn and play together successfully. A clear culture of respect is evident, with staff knowing pupils well and providing high-quality pastoral care, including for vulnerable pupils. Across the school, attitudes to learning are positive, although engagement dips slightly for a few pupils in some year groups. Even so, most pupils follow established routines that enable them to focus on learning. When a pupil struggles to meet expectations, staff help them to calm, reflect and build their skills so they can manage similar situations in the future. Any unkind words or actions are dealt with appropriately to prevent repetition.

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Inclusion Expected standard

Leaders have embedded an effective inclusion strategy which benefits the pupils who require extra help with their learning. Support for pupils with special educational needs and/or disabilities (SEND) is cohesive and underpinned by high expectations and well- directed training. Assessment is used effectively to identify gaps and tailor targeted support. This is leading to focused support approaches which are delivered with increasing accuracy. These approaches are reviewed to ensure that support matches pupils' needs. Partnerships with external agencies ensure that expert advice can be implemented to support these pupils further. Parents and carers of pupils with SEND are highly positive about the school's responsiveness and involvement in their child's support.

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Inclusion Expected standard

The school has put in place a clear pupil premium strategy that is well thought through. It is based on evidence of what works well to support the achievement of disadvantaged pupils. It accounts for any challenges pupils face that may negatively affect their education and their readiness to engage with school. Leaders review the success of the strategy and make appropriate and timely adjustments.

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Achievement Needs attention

Over time, pupils' attainment in reading and writing by the end of key stage 2 has been below national outcomes. Mathematics outcomes at the end of Year 6, including for disadvantaged pupils, also remain below national expectations. Leaders have responded by introducing a new, well-sequenced mathematics curriculum. However, it is too soon to see the full impact of this in published outcomes.

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Achievement Needs attention

Younger pupils learn phonics well, with results consistently above the national average in the phonics screening check. In the past three years, no pupil has left key stage 1 without passing this check. Leaders have also strengthened the wider curriculum so that pupils build knowledge more securely across subjects. Pupils are beginning to achieve more successfully in these subjects. For example, pupils' thoughtful and careful artwork reflects the higher expectations of the recently revised art curriculum.

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Curriculum and teaching Needs attention

There have been inconsistencies in how the curriculum has been taught across the school over time. This has meant that some pupils did not learn as securely as they should and did not make the progress they were capable of. This is particularly evident in some older pupils, who still have gaps in their learning. Leaders have since taken action to improve teaching and provide additional support for older pupils. However, these improvements are recent, and their full impact is not seen in outcomes for all pupils. As a result, gaps in knowledge remain, particularly for some older pupils.

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Curriculum and teaching Needs attention

Through recent staff training, teachers are improving how accurately they check what pupils know and can do. They use this information to identify what pupils need to learn next. Early reading, writing and mathematics are particularly well taught in the younger year groups. This gives pupils a secure start in these subjects on which to build as they move through the school. As a result, pupils are becoming more confident and articulate learners as they progress through the school. Other subjects, such as art and history, are taught well across the school.

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Leadership and governance Needs attention

Over the past few years, decisions made by leaders and governors to improve the curriculum and teaching did not lead to rapid enough improvement in pupils' outcomes. As a result, some pupils have not left the school with the quality of education they should have received. There have been recent leadership, staffing and governance changes, and the structure is now more stable. Leaders are continuing to monitor and evaluate areas that require rapid improvement, particularly the consistency of teaching, so that this work leads to better published outcomes. However, the impact of these changes is still emerging.

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Leadership and governance Needs attention

Despite these past weaknesses, decisions are currently made with care, putting pupils' best interests at the heart of the school's work. Governors meet their statutory duties and maintain secure oversight of safeguarding. They scrutinise attendance, provision for vulnerable and disadvantaged pupils, and the use of funding carefully. This work has contributed to improving attendance and strengthening support for vulnerable pupils. Leadership capacity is growing. Leaders prioritise staff development through a clear, strategic approach that targets the right support to the right staff. Leaders and governors remain mindful of workload and wellbeing. As a result, staff are positive about working at the school. Parents and carers are also positive and frequently comment on the caring ethos and dedicated staff who make their child's experience a happy one.

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

Pupils enjoy coming to school. Leaders ensure that pupils are safe and receive the care and support they need to feel settled and ready to learn. They create an environment where pupils feel valued and confident to ask for help when they need it. Pupils with disadvantages or vulnerabilities are well looked after through the school's pastoral support.

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

Over time, the curriculum and teaching have been less than secure. This has meant that some pupils have not learned as well as they should and have not achieved the outcomes they were capable of. Leaders know this and have taken action to improve the curriculum. There are still some inconsistencies in teaching. Some older pupils have gaps in their learning because these improvements are recent. In early years, the curriculum is a strength and children get off to a positive start. Children build important early knowledge and skills.

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

Leaders place pupils' personal development at the heart of the school's work. The school's approach aligns with its values of kindness, confidence and excellence, which pupils demonstrate in their daily interactions. Pupils learn valuable information and can clearly explain how to keep themselves safe and physically and mentally healthy. They demonstrate how to be responsible citizens in their community. Disadvantaged and more vulnerable pupils benefit considerably from this offer. Pupils show polite manners and speak positively about their school, their peers and their teachers. Pupils' behaviour in class and around the school is calm and orderly. In class, most pupils are engaged well in their learning. Bullying is very rare, but when disagreements occur, pupils know that staff will support them. In terms of their personal development, pupils leave primary school well prepared for secondary school.

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Next steps

• Leaders and governors need to monitor, challenge and support the curriculum and pupils' achievement with greater rigour and consistency so that improvements lead to rapid progress across the school. • Leaders must ensure that high-quality teaching is delivered consistently across the school so that pupils, particularly older pupils, close gaps in their knowledge quickly. • Leaders should ensure that attendance remains consistently above national expectations for all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, and that pupils' behaviour is consistent across all areas of the school.

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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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About this inspection

The chair of the board of governors in this school is Wayne Baker.

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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 met with the headteacher and other leaders within the school. The lead inspector also met with governors, including the chair of the governing board, a representative from the diocese and an educational representative from the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Roman Catholic religious character. The last Section 48 inspection was carried out by the Catholic Schools Inspectorate in March 2025.

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About this inspection

Over the past few years, there have been changes to key leadership positions. The current headteacher started her role in January 2024, while the chair of governors was elected in September 2025.

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About this inspection

The school currently uses no alternative provision.

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 71% 74% Close to average

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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

2023/24 (final) 79% 72% 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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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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average

2024/25 (revised) 67% 59% Close to average

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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

2022/23 (final) 50% 59% Close to average

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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

2023/24 (3 term) 5.0% 5.5% Close to average

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national average

2022/23 (3 term) 5.8% 5.9% 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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national average

2022/23 (3 term) 12.9% 16.2% Close to average

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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.

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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.

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Urgent improvement

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Urgent improvement

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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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