Schools & FE · Report card

Our Lady of Perpetual Help Catholic Primary School

Inspected 14 Apr 2026 · published 9 Jun 2026 · URN 106770

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Summary

No overall grade in this frameworkSafeguarding met

Matthew Harrington (lead), Helen Haunch

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
14 Apr 2026
Inspectors verified
Helen Haunch, Matthew Harrington
Postcode verified
DN5 0RP
Name on report verified
Our Lady of Perpetual Help Catholic Primary
Safeguarding verified
Met
URN verified
106770

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+68Positivemore positive than 40% of reports of this type

In line with other reports of this type.

Praisepositiveconsistentlyhigh expectationssuccessfullyproudexcellentenjoysuccessful

Criticismconcernsconcernnot consistentlylackseriouslylimitedbelownot precisely

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1537w+74
Leadership192w+23
Safeguarding51w−11
What needs to improve34w+33

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,808; about usual (typical 1698)
Reading level: Hard; Flesch 44, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 9%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 7%Safeguarding 2%What needs to improve 1%About the inspection 38%

Full report text

School

Address: Finkle Street, Bentley, Doncaster, South Yorkshire, DN5 0RP Unique reference number (URN): 106770

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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.

p.1

Attendance and behaviour Strong standard

At the heart of the school’s successful approach to attendance is the establishment of positive and respectful relationships with pupils, parents and carers. This creates a culture in which families feel welcome to come into school. Leaders make clear to parents their expectations for pupils to attend school regularly. Pupils know and understand the importance of this. Leaders and staff regularly celebrate high rates of attendance and improvements made by pupils. Assemblies, newsletters and displays around the building promote the importance of being at school. Where attendance begins to cause concern, the school steps in quickly and works with families. This combination of actions has seen a consistent increase in pupils’ attendance over time. Leaders are rightly proud of the positive impact of their actions to support pupils to attend school regularly.

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Attendance and behaviour Strong standard

Leaders have high expectations of pupils’ behaviour. Pupils consistently demonstrate these in their positive attitudes to learning and their behaviour around school. Pupils are polite and courteous to staff, visitors and their peers. They play harmoniously at break and lunchtimes, including with pupils from different year groups. Older pupils are excellent role models to those in younger classes. Pupils understand the importance of being kind and respectful to others.

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Achievement Expected standard

Leaders ensure that pupils gain the knowledge that they need in the early stages of reading, writing and mathematics to successfully access the curriculum as they progress through the school. Generally, this is effective. It supports pupils, including those with special educational needs and/or disabilities, to gain the skills and knowledge they need to learn the intended curriculum.

p.2

Achievement Expected standard

By the end of Year 6, pupils, including those with barriers to their learning, typically achieve in line with national averages. This prepares most pupils well for the next stage of their education. A small proportion of pupils eligible for pupil premium funding do not achieve as well as they might. Leaders have taken action to understand the reasons for this so that this group of pupils consistently benefit from the school’s curriculum and teaching.

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Curriculum and teaching Expected standard

Leaders have implemented a carefully designed curriculum. It enables pupils to build the important knowledge and skills that they must learn. Leaders regularly review the curriculum to check that it meets the needs of all pupils. They ensure that pupils benefit from appropriate and equitable learning opportunities within the school’s mixed-age classes. Teachers demonstrate confidence in their subject knowledge. They provide regular opportunities to revise and revisit prior learning. This supports pupils to build on their learning successfully. Pupils with special educational needs and/or disabilities are supported appropriately in class. Teachers ensure that pupils are provided with suitable resources to adapt, or enable access to, their learning. Pupils benefit from this. Typically, this helps them to be successful.

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Curriculum and teaching Expected standard

Leaders have prioritised the teaching of the early stages of reading, writing and mathematics. This provides pupils with a firm basis upon which to build their learning. Teachers provide purposeful opportunities for pupils to write in different genres and styles. Leaders ensure that pupils are regularly taught skills in letter formation and handwriting. However, pupils do not consistently apply what they have learned in this aspect of their work within their writing.

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Early years Expected standard

Children in the early years enjoy their time in the classroom and large outside area. Leaders have ensured that children benefit from learning in the attractive outdoor area they have recently developed. Children engage in play for sustained periods of time. They cooperate well with their peers while participating in imaginative activities.

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Early years Expected standard

Leaders have established a well-sequenced curriculum. It supports children to develop their learning from the beginning of the Nursery phase to the end of Reception. It prepares children appropriately for the demands of the key stage 1 curriculum. Staff know children well. They provide activities that enable children to learn and develop new skills. Staff ensure that these meet the variety of needs and ages within the early years. Children enjoy learning new skills. They confidently share what they have found out with staff. While this helps children to make progress, sometimes staff do not explore opportunities to develop children’s learning further as well as they might.

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Early years Expected standard

Staff ensure that children benefit from well-established routines. This helps children to settle quickly. It enables staff to successfully promote ways to develop children’s confidence and independence. Leaders provide regular opportunities for parents and carers to visit the school and find out how to support their child’s learning. Parents value this partnership with the school.

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Inclusion Expected standard

Leaders have ensured that staff are appropriately trained to identify and support the needs of pupils with special educational needs and/or disabilities, or who face barriers to their learning. Leaders work in partnership with parents and carers to understand pupils’ individual needs. They regularly review the actions taken to support pupils. Generally, the school’s approach is effective. In some instances, teachers have limited strategies to check the small steps of progress that pupils make. Where this is the case, it is difficult for leaders to evaluate the impact of support provided to pupils.

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Inclusion Expected standard

Leaders are highly ambitious for all pupils at the school. They have established positive working relationships within local partnerships and with health and care professionals to support pupils’ learning and/or medical needs in school. As a consequence, most pupils who face barriers to their learning or wellbeing attend school regularly and achieve well.

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Inclusion Expected standard

Leaders make appropriate use of pupil premium funding. They use research to inform the actions that they take. Typically, most disadvantaged pupils achieve well. Leaders have rightly identified the need to further understand why a small proportion of disadvantaged pupils do not achieve as well as they might.

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Leadership and governance Expected standard

The school has undergone a significant period of change in leadership this academic year. The governing board has successfully managed a smooth transition to the new leadership team. Governors have ensured that leaders are appropriately supported in their roles. Leaders, including governors, are mindful of staff’s workload and wellbeing in the decisions that they make to develop the school. They regularly check that changes made in school do not adversely impact staff. Staff are proud to work at the school. They feel valued in their roles. Staff benefit from opportunities to work with schools in the local area and diocese. This supports the development of their own practice and contributes positively towards the school’s continued improvement.

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Leadership and governance Expected standard

Governors fulfil their statutory duties appropriately. They ensure that resources used to support pupils with special educational needs and/or disabilities, or those who are disadvantaged, are deployed appropriately. Leaders, including those with responsibility for governance, have identified the right priorities for the school. They have established strategies to review actions that have been carried out. Sometimes, however, leaders’ evaluation of these actions lack the precision required to consider fully their impact on pupils’ learning and development.

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Personal development and wellbeing Expected standard

Leaders have prioritised actions to support pupils’ personal development and wellbeing. This is seen in the well-designed personal, social and health education curriculum, as well as the wider life of the school. Consequently, pupils develop the skills to become confident, reflective and socially responsible individuals.

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Personal development and wellbeing Expected standard

Pupils demonstrate an age-appropriate understanding of how to keep themselves and others safe, including when online. Leaders ensure that pupils are taught about risks that they may encounter within the local community, such as road safety. Pupils recognise that it is important to look after their physical and mental health and the strategies they can use to do so. The school’s inclusive and caring culture enables pupils to know that everyone is valued. Pupils celebrate difference and that sometimes their peers may need additional support to help them to do well.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils learn about fundamental British values. Pupils apply their knowledge of democracy in the election of their peers to the 'pupil parliament' and other leadership roles in school. Pupil leaders value opportunities to play an active part in school life. They take their responsibilities seriously and acknowledge ways in which these roles contribute to the school and wider community. Activities such as litter picking in the local area, carol singing at a care home and sending Christmas cards to local residents enable pupils to make positive contributions to the world around them.

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Personal development and wellbeing Expected standard

Pupils benefit from learning new skills by participating in competitions and tournaments. The school provides access to some extracurricular sports clubs and lunchtime activity sessions. Some pupils also participate in the school choir. Disadvantaged pupils and pupils with special educational needs and/or disabilities attend these clubs alongside their peers. These clubs contribute towards pupils’ personal development. However, leaders do not tailor opportunities precisely so that pupils, including those with barriers to their learning and/or wellbeing, consistently participate and benefit fully.

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