St Aloysius' Catholic Primary School

St Aloysius' Catholic Primary School

Address: 143 Woodstock Road, Oxford, Oxfordshire, OX2 7PH Unique reference number (URN): 123218

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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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Achievement Expected standard

Overall, pupils achieve well. They are ready for the next stages in their education. This is reflected in outcomes in the Year 1 phonics check and key stage 2 national tests. Notably, this includes many pupils who speak English as an additional language. Disadvantaged pupils and pupils with special educational needs and/or disabilities progress well through the curriculum from their starting points.

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Achievement Expected standard

Typically, pupils have the knowledge they need to tackle more complex tasks. Pupils are confident in using both their reading and mathematical knowledge in different ways to access the whole curriculum successfully. However, pupils' writing fluency is not yet as developed. As a result, pupils' letter formation and spelling are not always in line with the school's expectations.

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Achievement Expected standard

Across the school, most pupils develop appropriate knowledge across a broad range of subjects. However, pupils’ knowledge is more detailed in some wider curriculum subjects than it is in others.

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Attendance and behaviour Expected standard

Leaders analyse and track absence patterns carefully. Where needed, they work closely with parents and carers to help pupils attend school regularly. Leaders understand the barriers pupils face and take appropriate action to address them. Leaders’ decisive actions mean attendance is now broadly in line with national averages for all groups of pupils.

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Attendance and behaviour Expected standard

From the beginning of Reception, children learn the school’s routines and expectations well. This builds a culture of care and respect throughout the school. They understand why behaviour is important and can explain the systems clearly. Positive relationships underpin the school’s kind, supportive ethos. Staff understand and apply the school’s behaviour systems effectively. They use this knowledge to give pupils the support they need to meet the school’s high expectations. Staff deal with any incidents of derogatory language or unkindness swiftly and effectively. The result is a nurturing environment where pupils can learn with little disruption.

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Attendance and behaviour Expected standard

Throughout the school, pupils are enthusiastic about their learning. Playtimes are joyful. Pupils of all ages play together happily. They show empathy towards each other and enjoy spending time with their friends.

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Curriculum and teaching Expected standard

Leaders have put in place a broad, ambitious and well-ordered curriculum. They know where it is working well and where further refinements are needed.

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Curriculum and teaching Expected standard

Throughout the school, reading is a priority. Carefully chosen texts support pupils’ comprehension and build their vocabulary. Skilled staff ensure pupils who need further practice receive it so they can read fluently. Some pupils have gaps in their writing fluency, particularly their spelling and letter formation. Leaders' actions to address this are resulting in some improvements for pupils. However, at times, these gaps persist.

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Curriculum and teaching Expected standard

Knowledgeable staff are adept at explaining and modelling concepts and new learning. Tasks are typically well designed to help pupils build their learning securely. However, leaders are working to ensure that staff check pupils’ understanding consistently well. This is so that any gaps in knowledge are identified swiftly and addressed promptly.

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Curriculum and teaching Expected standard

Staff have a secure understanding of pupils’ needs and vulnerabilities. They usually support pupils well and adapt learning when this is needed. For example, staff use information from support plans to ensure the curriculum is carefully adapted to pupils' identified needs and targets. They provide sensitive support so that pupils with special educational needs and/or disabilities can access the curriculum successfully.

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Early years Expected standard

Children in early years get off to a positive start. They are well prepared for Year 1. Leaders prioritise developing children’s language and communication skills. Staff interactions with children are typically of a high quality. They emphasise and effectively model appropriate vocabulary to children. They do this through engaging rhymes and songs that children enjoy and remember.

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Early years Expected standard

The teaching of reading begins as soon as children join the school. Leaders ensure that staff receive the training they need. Staff have a secure understanding of the school’s phonics programme and teach it skilfully. They ensure that children get the chance to practise their reading and writing throughout the curriculum. Children are supported effectively to keep up with their peers.

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Early years Expected standard

Leaders have thought carefully about the design of the curriculum in the early years. However, leaders are still refining the identification of the small steps in learning. This will help staff to identify gaps in children’s knowledge more quickly and effectively. Children, including those with special educational needs and/or disabilities, engage with meaningful learning across the provision. Leaders and staff work collaboratively with parents and carers. They quickly identify any barriers to learning that children may have. This includes those children who join the school at different times of the year.

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Early years Expected standard

Staff build caring and supportive relationships with children. Children seek help from adults if they cannot resolve a problem or when they have worries. Staff respond sensitively to children's individual needs. They help children feel safe and that they belong.

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Inclusion Expected standard

The school has high expectations for all pupils. Leaders promote a school culture where diversity is celebrated and every pupil is valued. They make decisions that are firmly rooted in pupils’ best interests. For instance, leaders have improved classroom environments so pupils can focus better on their learning. They also identify specific barriers to learning and put tailored support in place, such as sensory circuits, to help pupils regulate and be ready to learn. This ensures that pupils' needs are addressed and that they are fully included in all aspects of school life. As a result, pupils develop increased confidence and independence. Leaders work well with staff to ensure that the curriculum is adapted effectively. Staff are trained to use a step-by-step approach to assess pupils’ needs, plan appropriate support and review their impact. As a result, pupils with special educational needs and/or disabilities,

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Inclusion Expected standard

disadvantaged pupils and those known to social care progress well from their individual starting points.

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Inclusion Expected standard

Leaders and staff work efficiently with external specialists and pupils’ families to ensure that the provision is effective. They monitor pupils’ progress systematically and evaluate the impact of interventions to inform future planning. They make changes where required to remove barriers for vulnerable pupils.

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Inclusion Expected standard

Pupil premium funding is used appropriately to enhance access and outcomes for disadvantaged pupils. Leaders check that this money is having a positive impact on these pupils’ progress in all aspects of their education.

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Leadership and governance Expected standard

Leaders work purposefully to raise aspirations for what pupils can achieve. Together with staff, they ensure that pupils have every opportunity to achieve well. Leaders make decisions in the best interests of pupils, particularly those with special educational needs and/or disabilities, disadvantaged pupils and pupils who face other barriers to learning. They ensure that all pupils receive the support they need to succeed.

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Leadership and governance Expected standard

Leaders have a secure understanding of the strengths and areas which they need to prioritise. They have taken the right actions to ensure pupils learn increasingly effectively. Members of the governing body fulfil their statutory duties and have a deep knowledge of the school’s context. They understand their role, and they work closely with leaders and challenge them constructively. The governing body ensures that pupils’ educational and wider experiences prepare them well for their futures.

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Leadership and governance Expected standard

Leaders prioritise the workload and wellbeing of staff. As a result, staff feel valued. There is a real team spirit. The school has an open culture where staff feel empowered to share their views. Staff benefit from a well-structured professional development programme that is informed by research and tailored to the school’s strategic priorities.

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Personal development and wellbeing Expected standard

Leaders and staff help pupils to be confident and kind citizens who respect other people's differences. They ensure that the personal development programme is woven across all areas of school life to develop pupils' character. This helps pupils to grow into thoughtful and responsible individuals.

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Personal development and wellbeing Expected standard

Pastoral support is effective and multi-layered. Strong relationships between pupils and staff underpin a nurturing culture. Targeted support and interventions help pupils to manage issues such as friendship difficulties. The school’s mental health and wellbeing strategy ensures that pupils’ needs are identified early and reviewed for impact. As a result, pupils are confident in seeking help when they need it. Pupils celebrate differences. They are taught about the importance of British values, and their understanding of these is growing. Pupils talk maturely about differences and similarities between religious celebrations. The personal, social, health and education curriculum enables pupils to develop appropriate knowledge of important topics. This includes how to take care of their mental health and wellbeing and how to understand age- appropriate relationships and consent. Pupils talk confidently about how to stay safe both

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Personal development and wellbeing Expected standard

Pupils deepen their understanding of the world around them due to the variety of opportunities they experience. These range from pupil-led community projects, such as litter picking, to helping at the local soup kitchen. Pupils' democratic voice is strengthened through opportunities to vote for responsibilities, such as being playground problem solvers.

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Personal development and wellbeing Expected standard

They participate wholeheartedly in a wide range of events and tournaments where they demonstrate their sporting and musical talents. Leaders track and encourage pupils’ participation in these events, including disadvantaged pupils. These opportunities help to develop and broaden pupils’ horizons.

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

Pupils are very proud to be part of this inclusive school, where everyone is encouraged to serve others. The school has a calm and kind atmosphere. Staff know pupils well and foster a culture of mutual respect and care. Parents and carers praise the efforts staff make to help their children achieve, belong and thrive.

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

Staff form trusting relationships with pupils, and these are at the heart of the school. Incidents of bullying or discrimination are uncommon. Pupils are confident that staff will help them deal quickly with any concerns they may have. They feel safe and well cared for. Pupils have a secure sense of belonging. Most pupils attend school regularly, including the many who speak English as an additional language.

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

Pupils enjoy learning. Overall, pupils achieve well in the school, including the small number of disadvantaged pupils and the many who speak English as an additional language. Some pupils achieve more highly in reading and mathematics than in writing. Some pupils have gaps in their letter formation and spelling, but these are closing due to leaders' actions. Even though several pupils join and leave the school throughout the year, they still leave well prepared for the next stage of their education. Pupils with special educational needs and/or disabilities (SEND) typically achieve well from their starting points.

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

Pupils, including those who are disadvantaged or have SEND, work hard to meet the high expectations of staff. Pupils benefit from staff knowing the barriers they face and making adjustments to the curriculum when needed. Pupils have positive attitudes towards school.

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

Pupils benefit from a wide range of trips and visitors that are matched carefully to their learning. For example, pupils deepen their historical knowledge when they visit the Ashmolean Museum. Pupils develop their sense of responsibility and broaden their horizons

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Team inspectors:

Clare Morgan, Ofsted Inspector Sue Cox, Ofsted Inspector through the leadership roles, such as eco-councillors, and through clubs, including ceramics.

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Next steps

Leaders should further develop staff expertise in identifying and addressing gaps in pupils’ knowledge so that pupils can make stronger connections and deepen their understanding. Leaders should continue to develop and embed the school's approach to improving pupils' letter formation and spelling so that the quality and fluency of their transcriptional skills continue to improve.

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About this inspection

The chair of the board of governors in this school is Eileen Quigley.

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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 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 and wider staff team. They also spoke with the school's improvement partner from the local authority and a representative from the Archdiocese. The lead inspector met with members of the governing board, including the chair.

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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 a Roman Catholic, voluntary aided school within the Archdiocese of Birmingham. It had its last section 48 inspection in October 2021.

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About this inspection

The school does not currently make use of alternative provision.

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About this inspection

The headteacher took up the substantive post in February 2022.

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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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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. National average: 26.3%

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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

2022/23 (final) 67% 60% 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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average

2022/23 (final) 67% 73% 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

2022/23 (final) 77% 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

2023/24 (final) 70% 73% Close to average

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average

2022/23 (final) 80% 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

2022/23 (final) 43% 59% Below ‘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) 5.9% 5.5% Close to average

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national average

2022/23 (3 term) 6.5% 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) 18.5% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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