St Augustine's Catholic Primary School, Preston

St Augustine's Catholic Primary School, Preston

Address: St Austin's Place, Avenham, Preston, Lancashire, PR1 3YJ Unique reference number (URN): 149311

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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

Pupils’ achievement in national curriculum tests is similar to most pupils nationally. At the time of this inspection, pupils' achievement in writing had dipped slightly. Leaders' actions to improve this have had a swift and positive impact. Leaders’ renewed focus on reading has led to further improvement in pupils’ achievement. In reading and mathematics, pupils that face disadvantage achieve particularly well compared to their peers nationally.

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Achievement Expected standard

Pupils progress well through the curriculum. They learn the important knowledge that they need for future learning. Typically, pupils remember the important things that they have been taught. However, in some subjects, pupils do not practise new learning well enough. Where this is the case, pupils' knowledge is not well developed, and this hampers their achievement.

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Attendance and behaviour Expected standard

Pupils want to be in school, and therefore, most pupils attend well. Leaders check pupils' attendance carefully. They take swift action if pupils’ attendance declines. Leaders consistently use their very positive relationships with parents and carers to help pupils to attend regularly. Leaders provide effective support for pupils and their families. This helps pupils who sometimes struggle to come to school to attend more often.

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Attendance and behaviour Expected standard

Pupils behave well and treat each other with care. From the early years onwards, children quickly acclimatise to new routines. Throughout the school, staff apply expectations consistently. Pupils rise to these expectations. Leaders have established a culture in which pupils want to behave well and support each other. When pupils struggle to manage their own behaviour, staff use highly-effective strategies to help them get back on track. Therefore, over time, pupils learn skills to manage their own behaviour successfully. Bullying is rare. When it does happen, pupils rightly trust that adults will help them and deal with any incidents swiftly. Older pupils act as role models for younger pupils. They take pride in supporting their younger peers. Together, pupils and staff create a calm, orderly atmosphere that helps everyone to focus on their learning.

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Curriculum and teaching Expected standard

Leaders have recently put in place an ambitious curriculum for pupils to study. They know exactly what is working well and which aspects require further development. Leaders take swift action to bring about rapid improvements that benefit pupils. Pupils with special educational needs and/or disabilities receive support that helps them to learn the curriculum successfully. Just like their peers, they learn the most important knowledge and skills, and this prepares them well for what comes next. However, sometimes, staff do not provide pupils with sufficient opportunity to practise new learning. When this is the case, pupils sometimes struggle to complete what staff have planned for them.

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Curriculum and teaching Expected standard

Where leaders have prioritised their work, for example reading, writing and phonics, pupils benefit from a well-taught curriculum. In the early years, children learn phonics well. They use this knowledge to begin to read with confidence and fluency. Staff carefully highlight important vocabulary to help pupils to write with increasing fluency and complexity. From the early years onwards, children learn the important foundations of mathematics. Staff help pupils to build on this start and use their mathematical knowledge to solve more complex problems.

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Early years Expected standard

In the early years, children acquire the skills that they need to read, write and use numbers confidently. Staff make sure that children regularly practise and apply these important skills. As a result, children become confident readers, mathematicians and writers. Children regularly share books with adults. They enjoy exploring new stories and relish the vocabulary that they learn. Typically, adults use their interactions with children to extend their vocabulary. Usually, staff model language accurately for children. Children copy this language and use it in some of their own play.

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Early years Expected standard

Children benefit from a well-structured curriculum and purposeful activities that help them to acquire the important knowledge that they need. Children sustain their focus and concentrate well on their learning. However, sometimes, the activities that staff plan for them do not help them to deepen their learning.

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Early years Expected standard

Leaders and staff have established trusting relationships with parents and carers. They get to know families and children quickly. Leaders use these positive relationships to help secure the support and care that children need. Children learn in a happy and nurturing environment. They respond positively to the clear routines and expectations that staff have put in place. These help children to achieve and behave well. Consequently, children are ready for Year 1 and beyond.

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Inclusion Expected standard

Leaders and staff swiftly identify the needs that pupils have. They make sure that staff have an accurate understanding of these needs. Pupils benefit from considerable support for their welfare and wellbeing. As a result, classrooms are caring places where pupils focus well on their learning. Pupils with special educational needs and/or disabilities (SEND) receive support that is tailored for them. For some pupils, this means they receive extra help to develop their language and social interaction. For others, this means that staff adapt the curriculum so that they learn successfully.

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Inclusion Expected standard

Leaders check that pupils who face barriers to their learning make progress from their starting points. Staff use their extensive knowledge to ensure that the support pupils receive is just right for them. Staff use their positive relationships with parents and carers to shape this support in the best interests of pupils. Leaders also make effective use of external expertise. They use this expertise to inform high-quality professional learning for staff that helps them to enact the school's inclusive practices. Staff are ambitious for pupils. Leaders use additional funding carefully. Increasingly, pupils with SEND and those that face disadvantage benefit from support that helps them to flourish academically and socially.

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Leadership and governance Expected standard

Trustees and governors have an increasingly accurate view of the school. They use this developing expertise to support and challenge leaders. The leadership team has swiftly secured important improvements to the school. Leaders ensure that the changes that they make rapidly benefit pupils.

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Leadership and governance Expected standard

Governors fulfil the duties expected of them. They make sure that leaders receive the right support to bring about improvement. Leaders and governors ensure that pupils who face disadvantage are a priority. The investment that leaders and governors make in supporting the wellbeing of such pupils is of particular note. This supports pupils to be well prepared for their learning.

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Leadership and governance Expected standard

Leaders make the maximum use of the expertise that exists in school, the trust and beyond. Leaders skilfully draw on this to support all staff to contribute to continued improvement. Staff speak in glowing terms about the professional learning they receive that helps them to adapt learning for pupils with varying needs. Staff value and appreciate the support that leaders provide for their wellbeing. They are proud to work at this school and hold leaders in very high regard.

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Personal development and wellbeing Expected standard

Leaders have established a personal development programme that is designed with pupils' needs in mind. The personal, social, health and economic (PSHE) education curriculum is thoughtfully sequenced. Pupils develop a confident understanding of how to stay safe. They understand the risks that they might face when online. Pupils know about the importance of consent and what a healthy relationship looks like.

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Personal development and wellbeing Expected standard

Leaders enhance pupils' experiences by drawing on local support so that pupils learn about important issues, such as anti-social behaviour and knife crime. Alongside the PSHE curriculum, pupils study a detailed relationships and sex education curriculum. These aspects prepare pupils well for their future lives.

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Personal development and wellbeing Expected standard

Pupils benefit from opportunities to consider their future aspirations. These include exploring possible future careers and meeting adults from different professions. In addition, pupils receive many opportunities to extend their interests. Pupils visit local religious buildings and places of historical interest. Many pupils attend sports clubs, including hockey, tag rugby and cricket. Other pupils take part in the 'one world club' to learn about and discuss important issues. Leaders check carefully that pupils who might be otherwise disadvantaged have the same opportunities as their peers. These opportunities enhance and broaden pupils' experiences.

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Personal development and wellbeing Expected standard

Through the personal development programme, pupils explore a diverse range of views and beliefs. This is instrumental in supporting pupils to celebrate their differences. Many pupils talk passionately about the importance of the things that make each person unique. As a result, pupils treat each other with care and respect.

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Personal development and wellbeing Expected standard

Leaders make sure that pupils have opportunities to develop their character traits and make a contribution as pupil leaders in school. Older pupils see it as their responsibility to care for their younger peers. Some pupils contribute informally while others contribute through roles such as head boy or girl. Pupils feel valued and take these roles seriously.

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

Pupils benefit from a school culture that helps them to know that they belong. The school is a place of warmth and welcome for pupils and the local community. All pupils flourish because leaders deliberately focus on their wellbeing, and especially so for the most vulnerable pupils. Often, leaders provide support for families that is pivotal in keeping pupils safe and in school. Pupils know that adults have their best interests at heart. Many parents and carers describe the school as 'a big family'. Pupils thrive because of this.

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

From the early years onwards, pupils rise to the high expectations that adults have of them. Children in the early years quickly settle to new routines. They develop good habits for future positive behaviour and success. The school's vision inspires pupils to 'let their light shine'. Pupils support each other, celebrate their differences and have deeply respectful relationships. Bullying is rare. If it happens, leaders take swift and decisive action to make sure that it stops.

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

Typically, pupils attend regularly. A minority of pupils struggle with their attendance. Where this happens, leaders identify and help to reduce the barriers that pupils have. Often, the actions that leaders take make a significant difference in helping pupils to attend regularly.

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

Pupils achieve well due to the carefully structured curriculum. They learn important knowledge that will help them with what will come next. Pupils benefit from opportunities that enhance the curriculum. For example, they visit a university to learn about International Women's Day and their local town to learn about an important civil war battle. These opportunities bring the curriculum to life for pupils.

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Next steps

Leaders should ensure that, in all subjects, pupils have sufficient opportunity to practise new learning, so that they can confidently use the new knowledge that they acquire. Leaders should ensure that staff in the early years plan learning which supports children to deepen their knowledge in all areas of the curriculum.

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Team inspectors:

Ian Shackleton, Ofsted Inspector Sarah Midgley, 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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About this inspection

This school is part of Mater Ecclesiae multi-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, Peter Duffy, and overseen by a board of trustees, chaired by Roger Mason.

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About this inspection

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

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, assistant headteachers and other senior leaders. The lead inspector spoke with governors and trustees, 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 does not make use of alternative provision.

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About this inspection

The school runs a before- and after-school club for pupils in the school.

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About this inspection

Headteacher: Sarah Roach The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

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

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

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

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

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

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 65% 62% Close to average

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average

2023/24 (final) 62% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 70% 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

2024/25 (revised) 70% 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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average

2024/25 (revised) 80% 74% Close to average

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average

2023/24 (final) 73% 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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average

2023/24 (final) 38% 46% Close to average

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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

2023/24 (final) 62% 58% 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

2023/24 (final) 54% 59% Close to average

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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) 5.2% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 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

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

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national average

2023/24 (3 term) 12.2% 14.6% Close to average

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national average

2022/23 (3 term) 17.4% 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. 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

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