St Jude's Church of England Primary Academy

St Jude's Church of England Primary Academy

Address: Paget Road, Wolverhampton, West Midlands, WV6 0DT Unique reference number (URN): 140355

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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 Strong standard

Pupils achieve highly at this school. From the start of early years, pupils gain the essential knowledge in reading, writing, mathematics and communication that they need. This enables pupils to access the curriculum and learn with confidence. Staff provide targeted and bespoke support for pupils. Pupils with special educational needs and/or disabilities (SEND) benefit from support that is tailored to their specific needs. Pupils with SEND make sustained and significant progress from their individual starting points in learning the curriculum.

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Achievement Strong standard

Pupils’ work across subjects and year groups is consistently of high quality. In all subjects, pupils develop a deep knowledge and secure understanding. Pupils talk confidently about their learning, show pride in their achievements and are very well prepared for the next stage of their education.

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Achievement Strong standard

Pupils' achievement in national tests at the end of Year 6 consistently exceeds national averages. Indeed, disadvantaged pupils consistently achieve above their non- disadvantaged peers nationally.

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Inclusion Strong standard

Leaders place inclusion at the heart of the school’s work. From the moment pupils join the school, leaders focus on identifying pupils' needs, including the needs of pupils with special educational needs and/or disabilities (SEND). Leaders identify pupils' needs quickly and accurately through clear and consistent processes. As a result, pupils receive the right support at the right time. Pupils with the highest levels of need receive carefully planned support that matches their individual starting points, helping them feel safe, confident and valued. Leaders and staff work closely with a wide range of external professionals and act promptly on advice. This enables pupils to benefit fully from the support that the school provides for them.

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Inclusion Strong standard

Staff take part in regular, high ‑ quality training. This training enables staff to tailor learning precisely to each pupils' needs and starting points. Staff check pupils' understanding carefully, address gaps in pupils' knowledge swiftly and monitor pupils' progress rigorously. As a result, pupils, including pupils with SEND, achieve very well and learn successfully alongside their peers.

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Inclusion Strong standard

Leaders use additional funding wisely. Disadvantaged pupils receive personalised and wide ranging support that helps them to develop both academically and personally. Pupils with barriers to learning get the help they need to make effective and sustained progress.

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Leadership and governance Strong standard

Leaders are highly ambitious for pupils and understand their duty of care exceptionally well. Leaders work tirelessly to ensure that pupils receive a high ‑ quality education and that pupils feel a true sense of belonging to the school. Parents value the effective partnerships that leaders establish between home and school. Leaders have a deep understanding of the school’s context, strengths and priorities. Leaders use this insight to inform rapid and effective improvement of school provision. Leaders' energy and unremitting focus on school improvement are notable features of leadership at the school.

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Leadership and governance Strong standard

Leaders prioritise the needs of disadvantaged pupils, pupils with special educational needs and/or disabilities, and pupils known to children’s social care. They place pupils’ learning, safety and well ‑ being at the centre of every decision that they make. Governors and trustees are knowledgeable and well informed. They understand the school’s context and provide robust challenge and support. They hold leaders to account and check that funding benefits pupils, both academically and personally.

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Leadership and governance Strong standard

Staff morale is high. Leaders are visible around the school and approachable to staff. Leaders manage staff workload carefully and create a positive, supportive culture for staff. Staff feel valued and are proud to work at the school. The school provides a planned and responsive training programme that develops staff's expertise. New staff, including early career teachers, receive an effective induction programme and tailored support that meets their professional development needs. All staff have opportunities to strengthen their practice and develop their expertise, supporting both individual growth and ongoing school improvement.

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Personal development and wellbeing Strong standard

Leaders have thoughtfully designed a broad programme for pupils' personal development. The school's personal development programme is rooted in a clear understanding of the personal attributes which pupils need for success. The programme includes relationships and health education and is linked closely with pupils' study of religious education. Teaching about healthy relationships, growing up and personal safety is age-appropriate and highly effective. Pupils learn how to stay safe online and offline through workshops and practical scenarios.

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Personal development and wellbeing Strong standard

Leaders adapt the programme skilfully to reflect the local community and pupils' lives outside of school. The personal development programme supports disadvantaged pupils extremely well. Leaders ensure that the programme is adapted to meet the needs of pupils with special educational needs and/or disabilities. Pupils benefit from meaningful experiences that build their resilience and independence. Pupils leave the school confident, ambitious and ready for life in modern Britain.

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Personal development and wellbeing Strong standard

The school’s Christian distinctiveness shines through the life of the school. Christian values guide expectations for kindness, respect and responsibility. Pupils’ spiritual, moral, social and cultural development is a strength. Pupils act with compassion and make thoughtful choices. Pupils reflect on their beliefs and show high levels of respect for the views of others. British values are lived out through practical experiences. Children in early years vote for the story of the day and older pupils contribute to decisions through leadership roles. Prayer areas in school, representing a range of faiths, help pupils appreciate the diversity of their community. Moreover, the school's cultural day serves as a genuine celebration of diversity.

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Personal development and wellbeing Strong standard

Pupils enjoy a wide range of cultural, artistic, sporting and creative opportunities. The school values art and music highly. Staff nurture pupils’ talents. The school arts carnival showcases

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Expected standard

pupils' creativity and brings the whole school community together. Leaders encourage all pupils, including disadvantaged pupils, to join clubs and take part in events that broaden their interests. Pupils participate and benefit fully from the opportunities the school provides for them.

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Attendance and behaviour Expected standard

Leaders monitor attendance rigorously and place a clear emphasis on promoting positive attitudes towards attending school. Pupils understand the importance of high attendance. Clear daily systems ensure that the school follows up pupils' absence promptly. Leaders intervene quickly when concerns arise and work proactively with families to remove barriers to regular attendance. The school offers breakfast club places for pupils and provides practical support and tailored guidance for parents and carers. The school's approach to attendance has led to sustained improvements in pupils' attendance over time. Attendance continues to rise, including for pupils who were previously persistently absent.

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Attendance and behaviour Expected standard

Leaders establish an orderly and respectful environment where pupils behave consistently well. Staff model respectful behaviour and apply the school's behaviour expectations clearly and confidently. Pupils follow well ‑ embedded routines across the school. Classrooms and social spaces are purposeful and calm, enabling learning to continue without disruption. Pupils show positive attitudes to learning. Pupils work hard, behave responsibly and manage their emotions with increasing maturity. Staff help pupils reflect on their behaviour and make positive choices. Pupils with special educational needs and/or disabilities receive well ‑ matched adjustments that support them to manage their behaviour. Leaders ensure that bullying is not tolerated. Incidents of bullying and discriminatory behaviour are very rare. The school deals with such incidents quickly, consistently and effectively.

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Curriculum and teaching Expected standard

Leaders have a detailed and accurate understanding of the quality of the curriculum and teaching. Leaders check the teaching of the curriculum regularly and make well ‑ judged decisions that improve provision. The curriculum is broad and ambitious. It gives pupils the knowledge they need to be successful and well prepared for their next steps. The curriculum is well sequenced across all subjects. Pupils build knowledge securely over time.

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Curriculum and teaching Expected standard

Leaders ensure that teachers have appropriate subject knowledge and provide training that helps teachers teach the curriculum effectively. Reading, writing and mathematics are taught effectively. Phonics teaching is precise and consistent. Staff match books closely to pupils’ reading knowledge and give pupils regular reading practice. This helps pupils develop accuracy, fluency and confidence in their reading.

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Curriculum and teaching Expected standard

Teachers adapt teaching well for pupils with special educational needs and/or disabilities, disadvantaged pupils and pupils known to social care. This enables pupils with the most significant needs to access the curriculum and achieve. More broadly, teachers generally check pupils' understanding well, enabling them to identify gaps in pupils' knowledge and adapt teaching to the needs of all pupils. However, teachers do not consistently correct some pupils' transcription and handwriting errors and these errors persist over time.

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Early years Expected standard

The early years environment provides children with an inviting and stimulating place in which to learn. Leaders and staff are knowledgeable about early years education and constantly seek to improve the quality of the school's early years provision. Provision for 2 ‑ and 3 ‑ year ‑ olds is nurturing and well matched to their needs. Staff work closely with parents and carers to support children’s progress and transition from early years to Year 1. Children are happy, safe and valued by staff.

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Early years Expected standard

Reading is a clear priority. Children learn phonics from the start of Reception through accurate and consistent teaching. Children in the nursery provision enjoy daily stories, songs and rhymes that introduce them to a wide range of vocabulary. Staff teach early mathematics consistently well. Engaging activities, such as the post office role ‑ play area, encourage children to communicate and develop a keen interest in writing. Staff generally engage children in purposeful interactions that develop children's language and communication.

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Early years Expected standard

Staff strengthen children's fine ‑ motor skills through engaging and purposeful activities. The well ‑ designed outdoor space supports children’s physical development. Children with special educational needs and/or disabilities make effective progress. Staff identify children's needs quickly and put bespoke support in place for children, informed by expert professionals.

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

St Jude’s Church of England Primary Academy is a welcoming and vibrant school where a strong sense of belonging is evident throughout the school community. The school’s motto, 'Children are the Rainbow of the World', is reflected consistently in pupils’ daily experiences. Staff know pupils well and take thoughtful steps to nurture pupils' interests, support their wellbeing and develop their confidence. Staff greet pupils warmly each morning, helping pupils begin the day feeling valued and ready to learn. The school’s values are embedded across the curriculum, enabling pupils to develop responsibility, resilience and respect.

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

Pupils take on a wide range of purposeful leadership roles, including those of school councillors and digital ambassadors. These opportunities strengthen pupils' communication skills and help pupils contribute meaningfully to school life. Parents and carers engage positively with the school through regular events and activities. A key feature of the school calendar is the bi ‑ annual arts carnival. The carnival provides pupils with a great opportunity to celebrate creativity and talent, bringing the whole community together.

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

Pupils benefit from an ambitious and carefully sequenced curriculum that enriches pupils' learning with meaningful experiences. The curriculum builds progressively from early years onwards to ensure pupils secure and deepen knowledge over time. Teaching is engaging, relevant and generally adapted effectively to individual pupils' needs. Pupils attend well, demonstrate positives attitudes and show clear enjoyment in their learning. Pupils articulate their ideas confidently and take pride in their achievements.

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

Inclusion is central to the school’s ethos. Staff work collaboratively to remove barriers to pupils' achievement so that all pupils, including pupils with special educational needs and/or disabilities and disadvantaged pupils, can succeed. Staff teach relationships and health education thoughtfully, ensuring pupils understand healthy relationships and how to stay safe online and offline. Pupils behave with maturity and respect. The school does not tolerate bullying and pupils trust staff to respond promptly to any concerns. Highly effective pastoral care and extensive enrichment opportunities further support pupils’ personal development. Pupils leave St Jude’s very well prepared for the next stage of their education.

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Next steps

Leaders should ensure that teachers consistently address pupils' errors in transcription and handwriting so that these errors do not persist. Leaders should ensure that staff in early years consistently engage children in purposeful interactions that develop children's language and communication.

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About this inspection

This school is part of St Chad’s Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mrs Sarah Cockshott, and overseen by a board of trustees, chaired by Mr Harry Azima.

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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 trust headteacher, senior school leaders, the special educational needs coordinator, the chief executive officer of the St Chad's Academies Trust, the deputy chief executive officer, the regional hub lead, trustees and the chair of the school's local academy committee. Inspectors also spoke with the diocesan director of education.

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About this inspection

This school is registered as having a Church of England religious character. The most recent section 48 inspection took place on 17 October 2024.

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About this inspection

The school makes use of one registered alternative provision.

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About this inspection

The school runs provision for 2- and 3-year-olds.

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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Lorraine Lord, Ofsted Inspector Eve Morris, His Majesty's Inspector Anne Potter, 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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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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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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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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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) 5.1% 5.2% Close to average

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national average

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

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national average

2022/23 (3 term) 6.2% 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

2024/25 (2 term) 15.7% 13.3% Close to average

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national average

2023/24 (3 term) 15.1% 14.6% 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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