St James' Roman Catholic Primary School

St James' Roman Catholic Primary School

Address: Maybury Close, Petts Wood, Orpington, Kent, BR5 1BL Unique reference number (URN): 137958

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

Achievement Strong standard

Pupils achieve extremely well as they move through the curriculum, sustaining secure progress across year groups and key stages. They learn new knowledge confidently and build their understanding over time. Pupils' depth of knowledge is particularly strong in subjects such as art and design, and personal, social, health and economic education. The school's national test outcomes are also significantly above national figures. Pupils achieve highly in phonics and the Year 4 multiplication check. In reading, writing and mathematics, pupils reach above ‑ average outcomes by the end of Year 6.

p.2

Achievement Strong standard

Disadvantaged pupils, although low in number, achieve outcomes above the national average. Pupils with special educational needs and/or disabilities progress well across the curriculum and produce high-quality work. Pupils consistently develop the knowledge, skills and attitudes that prepare them well for their next steps in education and beyond.

p.2

Attendance and behaviour Strong standard

Leaders place a relentless focus on attendance and drive improvement in this area of the school's work with determination and clarity. They analyse patterns closely, intervene early and work directly with families to remove barriers. Attendance remains high across the school, including for pupils with special educational needs and/or disabilities (SEND) and those who face additional vulnerabilities. When individual pupils show low attendance, leaders act quickly and provide personalised support, clear expectations and consistent follow ‑ up. Parents and carers respond positively because leaders communicate the importance of attendance with honesty and purpose. Pupils value coming to school and recognise how regular attendance strengthens their learning, confidence and wellbeing.

p.2

Attendance and behaviour Strong standard

Pupils conduct themselves with courtesy, enthusiasm and maturity. They move calmly around the school because leaders create a respectful, orderly and positive environment where staff apply behaviour policies with confidence and consistency. Pupils show positive attitudes to learning. They listen attentively, contribute thoughtfully and maintain focus in lessons. Leaders act swiftly and firmly to prevent bullying, and pupils trust adults to resolve any concerns. Leaders respond immediately to any form of discriminatory behaviour or conflict, which reinforces pupils' sense of safety. Staff know pupils well and provide thoughtful support, including appropriate adjustments for pupils with SEND, so that pupils can meet leaders' high expectations.

p.2

Curriculum and teaching Strong standard

Leaders have a precise and insightful understanding of the quality of the curriculum and teaching. They use this knowledge to make well ‑ judged decisions that drive continuous improvement. They construct and refine an ambitious, broad and balanced curriculum that equips pupils with the knowledge they need for their next steps. Leaders ensure that teachers develop deep subject knowledge and provide high ‑ quality training that enables staff to implement the curriculum with confidence and clarity. Leaders design and sequence the curriculum thoughtfully across subjects and phases. They create clear progression pathways that help pupils build knowledge securely over time. Teachers deliver sharply focused teaching that supports pupils to secure the knowledge that they need in reading, writing and mathematics. This is reflected in pupils' significantly above ‑ average outcomes in national tests. Staff extend pupils' spoken and written language

p.2

Curriculum and teaching Strong standard

effectively and weave rich vocabulary development through all areas of learning.

p.3

Curriculum and teaching Strong standard

Leaders and staff have a secure understanding of pupils' needs. They adapt teaching skilfully to support disadvantaged pupils and those with special educational needs and/or disabilities. For example, teachers make appropriate adjustments and provide targeted support that enable pupils to access the full curriculum and achieve well.

p.3

Early years Strong standard

The school provides an early years environment where children flourish socially, emotionally and academically. Staff interact with children skilfully and purposefully, consistently modelling ambitious vocabulary and prompting rich conversations that deepen children's language development. Children rehearse new words confidently because staff weave high ‑ quality talk into all aspects of the provision. The curriculum is coherently planned and promotes secure progress across all early years programmes, with communication and language threaded purposefully throughout. Children engage in meaningful learning experiences that broaden their knowledge and deepen their understanding.

p.3

Early years Strong standard

Leaders place reading at the centre of the curriculum. Staff teach phonics from the start of Reception with precision and consistency, enabling children to secure the sounds they need to read and write with increasing confidence. Children show genuine enthusiasm for books and enjoy practising their early reading skills across the provision.

p.3

Early years Strong standard

Children secure essential foundations in early literacy, mathematics and communication, which prepares them very well for the next stage of learning. Leaders work closely with Year 1 staff to ensure transition is seamless, supportive and carefully planned. As a result, children move on with confidence and readiness.

p.3

Early years Strong standard

Leaders build highly positive partnerships with parents and carers. Families value the open communication, warm relationships and clear guidance that help them to support their children's learning from the beginning of school life.

p.3

Leadership and governance Strong standard

Leaders, governors and trustees work together with clear purpose, ambition and unity. They set a clear vision that puts pupils' learning, wellbeing and inclusion at the centre of the school's work. They understand the school's strengths well and choose the right areas to improve. They make firm decisions and stay focused on achieving the best outcomes for every pupil. Leaders know pupils' individual circumstances in detail and use this knowledge to shape the curriculum, guide pastoral support and plan help that meets pupils' needs.

p.3

Leadership and governance Strong standard

Governors and trustees carry out their duties with care and honesty. They keep a close check on how the school uses its resources. They ask leaders challenging questions and offer effective support that helps the school to keep improving. Leaders, governors and trustees put pupils’ best interests first when making decisions, including for disadvantaged pupils, pupils with special educational needs and/or disabilities, pupils known to social care and those who face challenges to learning or wellbeing. They promote fairness and make sure that every pupil can access high ‑ quality provision.

p.3

Leadership and governance Strong standard

Leaders invest heavily in developing staff. They provide clear, well ‑ planned training that helps staff build their skills. They also think carefully about staff wellbeing and workload. They simplify systems, remove unnecessary tasks and protect time for high ‑ quality teaching. As a result, staff morale stays high, and the whole school community works with shared purpose and pride. Parents and carers speak very positively about the school and praise leaders for their kindness and commitment to creating a joyful place where pupils grow academically and spiritually.

p.4

Personal development and wellbeing Strong standard

Leaders have created a highly ambitious personal development programme that nurtures pupils' spiritual, moral, social and cultural development. Built on the school's carefully designed character education approach, pupils reflect thoughtfully on beliefs and experiences and develop respect for the values and perspectives of others. They discuss ethical issues with maturity, drawing on their understanding of right and wrong to consider different viewpoints. Leaders strengthen pupils' social skills by teaching cooperation, empathy and conflict resolution explicitly, and pupils use these skills confidently in lessons and during social times. Pupils understand the importance of kindness, responsibility and integrity and demonstrate these qualities consistently. They value difference, celebrate diversity and recognise their role in contributing positively to the school community. Pupils celebrate and embrace difference across characteristics such as faith, race, gender and

p.4

Personal development and wellbeing Strong standard

Pupils participate actively in supporting their community, including through roles such as eco ‑ warriors. They understand and embrace fundamental British values and recognise their importance in everyday life. Leaders enhance pupils' appreciation of cultural diversity and heritage through rich curriculum experiences, visits, creative projects and artistic opportunities. Pupils understand democratic processes and practise them through roles such as ambassadors and school council representatives. In the early years, the curriculum builds children's confidence, self ‑ regulation and positive relationships, enabling them to thrive as they move through the school.

p.4

Personal development and wellbeing Strong standard

Leaders ensure that the personal development programme meets the needs of all pupils, including those who are disadvantaged. Staff identify barriers quickly and provide targeted support so that pupils can access the full offer. This includes the enriching outdoor learning programme and inclusive sports opportunities. The relationships education curriculum is age ‑ appropriate, inclusive and carefully structured. Pupils learn how to keep themselves safe online and offline, including how to manage risks linked to cyber-bullying, relationships, road safety and interactions with strangers. Leaders work closely with families and external partners to strengthen this provision further.

p.4

Inclusion Expected standard

Leaders take a caring and systematic approach to identifying and assessing pupils' individual needs. They recognise the barriers facing disadvantaged pupils, those with special educational needs and/or disabilities, and pupils known or previously known to children's social care. Staff develop a detailed understanding of each pupil's needs and use this information well to ensure that pupils receive timely and appropriate support. Leaders proactively reduce barriers to learning and wellbeing through thoughtful help. They implement well ‑ considered adaptations and adjustments so that all pupils can participate fully in school life.

p.5

Inclusion Expected standard

Leaders' systems for monitoring pupils' progress are effective. They regularly review how well support strategies are working and adapt provision when necessary to help pupils continue to learn and thrive. Staff engage in well ‑ focused training that equips them with the knowledge and confidence to meet a wide range of needs. Leaders work closely with families, external professionals and specialist agencies to shape coherent, ambitious and responsive support. Nevertheless, the school does not measure the impact of this provision as precisely as it could in order to develop and strengthen inclusive practice across all areas of pupils' experiences and learning.

p.5

Inclusion Expected standard

Leaders use additional funding effectively to address gaps in learning and promote pupils' wider development. They coordinate help for pupils who are in care carefully, working with the appropriate services to ensure that these pupils receive the support they need.

p.5

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

Pupils arrive each morning with enthusiastic smiles, eager to see their friends and teachers and ready for a day of purposeful learning. They speak warmly about their school and describe it as a happy place where they feel valued and included. Pupils enjoy their learning because teachers provide engaging lessons and create an environment where curiosity and effort matter. Pupils take pride in their work and show determination to achieve well across the curriculum.

p.5

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

Pupils behave extremely well. They move around the school sensibly, listen attentively in lessons and support one another with kindness. Warm, respectful relationships help to create the calm and positive atmosphere that leaders and staff nurture. Pupils understand the school's values of love, respect, peace, justice and equality, and they show these values in the way they treat each other. They celebrate many different faiths and cultures and see diversity as something that enriches their community. This prepares them very well for life in modern Britain.

p.5

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

Pupils feel safe in school and trust adults to help them. They know who to speak to if they feel worried, and they explain clearly how staff respond quickly when they need support. Pupils report that bullying happens very rarely and when it does occur, staff address it firmly and fairly. Leaders teach pupils how to recognise risks, manage friendships and stay safe online and offline. This boosts pupils' confidence and wellbeing.

p.5

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

Pupils achieve very well here. They reach standards that are well above national averages in national tests and produce high ‑ quality work across subjects. Pupils with special educational needs and/or disabilities achieve well, and leaders continue to refine their approach so support remains effective in every subject. Pupils, including those who are disadvantaged or experience challenging circumstances, leave each key stage well prepared for their next steps, equipped with the knowledge, skills and attitudes they need to truly flourish.

p.6

Next steps

• Leaders should review the impact of inclusion provision more closely to ensure that support for pupils with special educational needs and/or disabilities is effective and consistent across all subjects.

p.6

About this inspection

This school is part of St Oscar Romero Catholic 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), Clare Verga, and overseen by a board of trustees, chaired by Allison MacQuire.

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 the headteacher, deputy headteacher, special educational needs coordinator and early years leader. They also spoke with teachers, support staff, governors, trustees, the CEO of the trust, pupils and parents and carers during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Catholic religious character. The last Catholic school inspection took place in April 2025.

p.6

About this inspection

The school does not currently use any alternative provision.

p.6

Team inspectors:

Nicholas Flesher, Ofsted Inspector Edison David, 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?

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

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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

Disadvantaged pupils reaching the expected standard in reading

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

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

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

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.

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

gap

‘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.

p.14

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

Persistent absence

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

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.15

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