St Teresa's Catholic Primary School

St Teresa's Catholic Primary School

Address: Kingsbury Drive, Aspley, Nottingham, Nottinghamshire, NG8 3EP Unique reference number (URN): 138340

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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 Exceptional

Pupils achieve exceptionally well. They make rapid progress, often from low starting points when they join the Reception Year. Pupils go on to build strong knowledge across the curriculum.

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Achievement Exceptional

Pupils achieve highly in national tests and assessments. This performance is sustained year after year. Disadvantaged pupils also achieve exceptionally well. Pupils with special educational needs and/or disabilities make rapid gains in their learning because staff know their needs and adjust their teaching with care. Pupils known to social care and pupils who speak English as an additional language achieve at least in line with their peers and often exceed them.

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Achievement Exceptional

Pupils' work shows depth of understanding, accuracy and pride. Pupils explain their thinking using clear, subject-specific vocabulary and link new ideas to what they already know.

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Achievement Exceptional

Older pupils produce work of a very high quality. Pupils leave the school more than ready for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders promote the importance of regular attendance very effectively. They are proactive in supporting pupils to attend regularly. Their actions make a clear difference. Whole ‑ school attendance is at a very high level, reflecting pupils' desire to be at school. Leaders check attendance patterns for groups and individuals thoroughly. They act quickly when they spot concerns. They speak with families, offer help promptly and visit homes when needed. Leaders provide support to pupils and their families that helps overcome individual barriers to attendance.

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Attendance and behaviour Strong standard

Behaviour across the school is a clear strength. Classrooms are calm, orderly and focused. Pupils show strong attitudes to learning. Routines help pupils settle quickly and move around school in a sensible way. Leaders use suspensions only when needed so that pupils are supported to improve their behaviour. Following suspension, pupils are welcomed back to school with a well ‑ planned reintegration. Staff know pupils well and provide warm, steady support. Pupils with social, emotional and mental health needs benefit from clear strategies that help them manage their emotions and stay in learning. Pupils behave kindly at playtimes. They include one another, showing courtesy and respect. Pupils trust staff to sort out their concerns. Bullying stops quickly when it happens.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum that inspires pupils. It is well designed and carefully sequenced to help pupils build knowledge step by step. Leaders check the quality of teaching and make careful decisions to improve it. Each subject follows a clear sequence, so that pupils can link new ideas to what they already know. Teachers use accurate subject knowledge to explain key concepts and build strong vocabulary across the school.

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Curriculum and teaching Strong standard

Reading sits at the heart of the curriculum. Staff teach phonics with precision and keep a close eye on pupils’ progress. They match books well to pupils’ reading knowledge and give extra practise to pupils who need to catch up. In the Reception year, children learn early reading and writing routines quickly because staff model them well.

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Curriculum and teaching Strong standard

Teaching strengthens pupils' foundational knowledge in reading, writing and mathematics. Teachers use clear questioning, model thinking out loud and give helpful guidance. This helps pupils to learn with confidence because teaching helps them to build secure understanding.

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Curriculum and teaching Strong standard

Teachers know pupils’ needs well. They adapt learning for those who need it with simple tools, such as scaffolds, visual prompts and targeted support. This enables pupils to learn well. Pupils with special educational needs and/or disabilities learn with increasing independence. Those with the greatest needs benefit from a newly developed provision within the school.

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Early years Strong standard

The Reception Year provides children with a strong and confident start to their education. The curriculum builds skills in small, clear steps. Many children arrive with low starting points, especially in language, early reading and personal, social and emotional development. Staff plan activities that help these gaps close. As a result, children make strong progress. Children settle quickly because staff build warm relationships and set clear routines. Children feel safe. They behave well and show positive attitudes. Children stay focused in their play in well ‑ organised indoor and outdoor spaces. Staff teach children simple strategies to develop independence and manage their feelings and behaviour. Children use these successfully.

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Early years Strong standard

Staff model new vocabulary and encourage children to join in conversations. Most staff use planned language development approaches well. This means children grow in confidence and learn to use new words accurately.

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Early years Strong standard

Phonics starts straight away in Reception. Adults teach phonics well and move children on when they are ready. Early mathematics teaching is well planned. Children have plentiful practice in number and simple calculation.

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Early years Strong standard

Staff adapt activities so every child takes part. Transitions into Reception and Year 1 are calm and supportive. Children leave the Reception Year ready for learning in Year 1.

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Inclusion Strong standard

Staff know their pupils well and act quickly when they spot a need. Leaders ensure that disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils known to social care have barriers to learning and/or wellbeing identified carefully and accurately. They use information from home and a range of professionals to plan the right support.

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Inclusion Strong standard

Leaders reduce barriers to learning by ensuring that there are clear routines, simple adaptations and thoughtful teaching. Many pupils benefit from tools, such as visual prompts, scaffolded tasks and clear modelling of language. Leaders check how well this support works through regular meetings. They adjust plans when pupils need something different.

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Inclusion Strong standard

Leaders ensure that staff have the expertise they need to support pupils very effectively and confidently. Leaders make sure staff know how to assess needs, plan support and review progress. The school provides some pupils with a calm space, where they can manage their emotions and build communication skills. Leaders know they need to continue to refine this provision so that all pupils benefit from strong practice.

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Inclusion Strong standard

Leaders use additional funding for disadvantaged pupils well. Close work with the virtual school and other agencies strengthens support for the most vulnerable pupils. Pupils feel known, valued and included.

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Leadership and governance Strong standard

Leaders know the school well and have a clear view of what is working and what could be even better. They set high expectations for every pupil. Leaders' work has created a calm, purposeful school, where pupils feel safe and are ready to learn. Leaders focus on the right priorities and act quickly when they spot a need.

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Leadership and governance Strong standard

Staff receive high ‑ quality training. It is regular and based on strong evidence of what works well. Early career teachers feel well supported and value the guidance they receive. This training improves classroom practice.

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Leadership and governance Strong standard

Leaders make thoughtful decisions that put children first. They have improved provision for pupils with special educational needs and/or disabilities (SEND). They have ensured that staff feel more confident in meeting the needs of disadvantaged pupils and pupils with SEND. Most staff say they feel valued and listened to. A small number of staff say internal communication and support for managing pupils' behaviour are not always consistent. Leaders know this and continue to organise training and support for staff.

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Leadership and governance Strong standard

Leaders establish positive relationships with parents and carers. They take any concerns seriously. They act on concerns and use them to make improvements and inform their actions.

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Leadership and governance Strong standard

The trust provides leaders with support and opportunities to network with other professionals. Lines of communication between trustees and governors are effective. Governors know the school well. Governors offer leaders support and challenge in equal measure. They fulfil their core roles and ensure safeguarding and inclusion remain a top priority.

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Personal development and wellbeing Strong standard

There is a rich programme for personal development. It includes what pupils need to thrive in school and in later life. The curriculum helps pupils grow in confidence, character and ambition. Pupils learn to understand right and wrong, respect difference and think about the choices they make. Staff teach pupils how to work together, resolve problems and speak kindly.

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Personal development and wellbeing Strong standard

The school gives pupils many chances to develop their talents. Music, dance and the arts sit at the heart of this work. Pupils sing in a high ‑ quality choir, learn instruments and take part in a specialist ‑ taught dance troupe. They perform poetry each term and learn how to present themselves with confidence. Many pupils continue these interests outside school because staff provide them with these strong foundations. Leaders use additional funding to make sure all pupils can take part. Pupil leadership is a strength. Every pupil takes on a 'vocation' that builds their responsibility and pride. Other roles such as prefects, eco-leaders and head pupils help pupils shape the school community. Pupils are particularly proud to lead the weekly 'Good Work Assembly'.

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Personal development and wellbeing Strong standard

Pupils visit places such as the Royal Opera House and the Houses of Parliament. These visits build their cultural understanding and broaden their view of the world. Pupils also learn how to keep themselves healthy in body and mind. They talk clearly about exercise, healthy routines and relationships, and how to control their own emotions. They know how to stay safe, online and offline, and they understand the risks linked to drugs and alcohol.

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Personal development and wellbeing Strong standard

Pupils develop strong moral understanding. They talk about fundamental British values with confidence. They reject discrimination and explain why respect matters. Pastoral support is strong. Pupils know staff will support them if they need help. Pupils leave the school ready for life in modern Britain.

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

Pupils flourish here. They feel safe and happy. Pupils feel proud to belong to the school community. Adults listen to them and help them when they have worries. Staff deal with any bullying quickly and fairly. Classrooms are calm and focused. Pupils move around the school in a sensible and respectful way. From the start of early years, clear routines help pupils feel safe. Pupils build warm and trusting relationships with staff. They behave with maturity. Pupils show kindness to one another. At playtimes, they play together and make sure no one feels left out. Pupils enjoy coming to school, so attendance stays high. Staff support pupils so they can attend regularly. Pupils who need help managing their behaviour get the right help. For most of these pupils, their behaviour then improves.

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

Pupils achieve exceptionally well. They speak with excitement about their learning and take pride in their work. They build strong skills in reading, writing and mathematics. Older pupils show deep understanding across different subjects. Disadvantaged pupils, pupils with special educational needs and/or disabilities and pupils who speak English as an additional language make strong progress. This is because staff know pupils' needs and give the right support. Many pupils who start with very low knowledge and skills improve quickly over time.

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Team inspectors:

Alison Adair, Ofsted Inspector Ian Pearson, Ofsted Inspector Cleo Redmond, Ofsted Inspector

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Facts and figures used on inspection

Pupils feel valued and included. Pupils enjoy taking on roles, such as prefects, eco-leaders and prayer leaders. These roles strengthen their sense of belonging. Pupils thrive through a rich range of activities. They sing in the choir, learn instruments and perform poetry. Pupils take part in dance competitions and visit places, like the Houses of Parliament and the Royal Opera House. These activities broadens pupils' interests and horizons. Pupils learn how to stay healthy, safe and emotionally steady and speak with maturity about respect, fairness and difference.

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Next steps

Leaders should continue to strengthen their recently introduced provision for pupils with special educational needs and/or disabilities to ensure precise, timely support for these pupils' learning and wellbeing.

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About this inspection

This school is part of Our Lady of Lourdes Catholic 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 (CEO), James McGeachie, and overseen by a board of trustees, chaired by Nigel Stevenson.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005. 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. Inspectors held meetings with the co-headteachers, senior leaders, governors and members of the trust board, including the CEO. The school does not currently use any form of alternative provision. This school is registered as having a Roman Catholic religious character. The school's last Diocesan Canonical section 48 inspection took place in November 2023.

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About this inspection

Co-headteachers: Ann Glynne-Jones and Joanne Green 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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Persistent absence

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

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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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