Schools & FE · Report card

Corpus Christi Catholic Primary School

Inspected 17 Mar 2026 · published 17 Jun 2026 · URN 103424

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Summary

No overall grade in this frameworkSafeguarding met

Matthew Seex (lead), Anna Vrahimi, Claire Jones, Donna Wright

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
17 Mar 2026
Inspectors verified
Anna Vrahimi, Claire Jones, Donna Wright, Matthew Seex
Postcode verified
B33 8BL
Name on report verified
Corpus Christi Catholic Primary School
Safeguarding verified
Met
URN verified
103424

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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 behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
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.

+83Very positivemore positive than 73% of reports of this type

In line with other reports of this type.

Praiseeffectivepositivehighly effectiveeffectivelyhigh-qualitywarmexcellentfeel safe

Criticismconcernsgapspersistent absencelowabsencenot secure

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

Findings1542w+84
Leadership241w+80
Safeguarding51w−11
What needs to improve35w+43

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: 1,869; about usual (typical 1698)
Reading level: Hard; Flesch 48, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 3%; “some”, “not always”, “most”…

Where the words go

Findings 56%Leadership 9%Safeguarding 2%What needs to improve 1%About the inspection 32%

Full report text

Corpus Christi Catholic Primary School

Address: Lyttelton Road, Stechford, Birmingham, West Midlands, B33 8BL Unique reference number (URN): 103424

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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

Inclusion Strong standard

Inclusion is at the heart of the school’s offer. Even before children start school, leaders work with families to understand barriers so that support can be implemented at the earliest stage. The team of skilled practitioners work closely with pupils and families across the school to understand their challenges. This ensures that highly effective support is in place for pupils with barriers to learning and/or wellbeing.

p.2

Inclusion Strong standard

Leaders ensure that the systems to assess the needs of pupils with special educational needs and/or disabilities (SEND) are accurate and regular. Staff understand and implement them well. Leaders and staff work together to tailor support and intervention to pupils’ specific needs. This is shaped alongside professionals and parents. Leaders monitor this systematically so that support is responsive and adapts to pupils’ changing needs. The effective support removes barriers and enables pupils to progress well. Leaders make reasonable adjustments that improve the school experience for pupils with SEND. The 'Nest' provision provides highly effective support to younger pupils, which removes barriers and significantly enhances their experience of school. As a result, these pupils make consistent progress and have clear plans to support their next steps.

p.2

Inclusion Strong standard

Funding for disadvantaged pupils is spent well. Leaders work closely with the virtual school. As a result, disadvantaged pupils and those known to social care have a sense of belonging and achieve.

p.2

Achievement Expected standard

Many pupils enter the school with low starting points, but make rapid progress through the school. By the end of Year 1, pupils achieve in-line with national averages in the phonic check. In the Year 4 multiplication tables check, pupils achieve well. By the time they leave key stage 2, pupils achieve highly in national examinations in reading, writing and mathematics. Disadvantaged pupils achieve far better than their peers nationally in these tests. Pupils with special educational needs and/or disabilities progress well from their starting points.

p.2

Achievement Expected standard

In some subjects, such as reading, writing and mathematics, pupils develop detailed knowledge and demonstrate this in their high-quality work. They know more and remember more. However, in wider curriculum subjects their knowledge is less secure.

p.2

Achievement Expected standard

Because of the effective work the school does to prepare pupils for life after Corpus Christi, pupils are well prepared for their next steps in education.

p.2

Attendance and behaviour Expected standard

Leaders analyse attendance trends and intervene effectively. They understand typical reasons for absence and implement innovative strategies to address them. This has resulted in swift improvements and pupils’ attendance is now broadly in-line with national averages. Disadvantaged pupils also attend well. Leaders use their knowledge of families and individuals to provide tailored support. This is reducing persistent absence over time. A warm, loving culture contributes to pupils wanting to come to school.

p.3

Attendance and behaviour Expected standard

Pupils’ behaviour is excellent. Leaders have established a calm and orderly environment. There are warm, mutually respectful relationships between adults and pupils. Across all aspects of the school day, pupils consistently make positive choices. They work hard and want to do well. Staff understand the school’s approach to behaviour and implement strategies and support effectively. This helps ensure that pupils learn in a consistent, safe environment. On the rare occasion where pupils need additional support with their behaviour, leaders take action swiftly, drawing on internal and external expertise. Bullying, discrimination or abuse is never tolerated. Leaders have robust systems to deal with this. As a result, pupils say it is rare.

p.3

Curriculum and teaching Expected standard

Leaders have designed a curriculum tailored to the needs and aspirations of the community. They have given careful thought to how to broaden knowledge and experiences. There is a clear rationale behind their actions. Staff have the subject knowledge they need to explain content clearly. They check pupils’ understanding well, which shapes explanations and instruction. However, sometimes task design does not provide pupils with enough opportunity to extend their thinking and to use the taught vocabulary.

p.3

Curriculum and teaching Expected standard

Phonics is taught effectively. Where pupils have not secured important reading, writing or mathematical knowledge, leaders ensure they catch-up quickly. There is a sense of urgency in closing gaps in learning. Teachers use assessment effectively to ensure pupils access timely same-day intervention. This helps them to be ready for the next step in their learning.

p.3

Curriculum and teaching Expected standard

Staff adapt teaching for pupils facing barriers to their learning. This helps these pupils to access learning, so they can make progress through the curriculum. Staff provide appropriate provision for pupils with special educational needs and/or disabilities so that they access a suitable curriculum tailored to their needs.

p.3

Early years Expected standard

Leaders have a clear vision for the early years and understand the importance of a positive start to school. They work with families to ensure children transition into the school successfully. This partnership work ensures children settle quickly. There are positive relationships in place between home and school right from the start.

p.3

Early years Expected standard

Staff have established effective routines and teach children to understand different emotions. As a result, they have established a calm, warm and safe environment for children to learn in. Staff interact warmly with children. Typically, these interactions are high-quality and extend language and vocabulary. However, children would benefit from more interactions across the school day so that they have more opportunities to practise using taught vocabulary and sentence structures.

p.3

Early years Expected standard

Leaders have designed a curriculum that builds children’s knowledge across all seven areas of learning. Phonics is taught effectively and reading is prioritised. Children develop important early mathematical and writing knowledge. Staff work hard to address gaps in learning so that pupils are ready for the next stage. Early years staff pass detailed information on to the Year 1 teachers. This ensures that children’s new teachers support them well when they move to Year 1.

p.4

Leadership and governance Expected standard

Leaders are passionate about the community they serve. They understand the context deeply. Everything they do is in the best interests of the pupils. Vulnerable pupils, such as those with special educational needs and/or disabilities (SEND), pupils known to social care or those that may be disadvantaged benefit significantly. Leaders understand the school’s strengths and typically identify appropriate areas for improvement. This is resulting in positive impact in the areas that leaders have focused on. For example, attendance is improving and outcomes at the end of key stage 2 are high.

p.4

Leadership and governance Expected standard

Governors understand their statutory duties and have implemented appropriate checks to assure themselves of the effectiveness of leaders’ work. They access training which helps them to provide effective support and challenge. There is a powerful shared vision for the school, which is evident in the caring, compassionate way leaders and staff interact with pupils.

p.4

Leadership and governance Expected standard

Leaders are considerate of workload and wellbeing. They put measures in place to support staff. Staff say they appreciate this. Early career teachers access effective support and mentorship. The whole-school professional learning programme generally equips staff with the expertise they need. This is also tailored to individuals, such as through coaching and external training. There is considerable expertise to support the most vulnerable pupils, such as those with SEND.

p.4

Leadership and governance Expected standard

Leaders have built close relationships with the community. Parents are highly supportive of the school’s work. This is because leaders address issues quickly and support pupils effectively.

p.4

Personal development and wellbeing Expected standard

Leaders have established an effective personal development programme. It is carefully designed to meet the needs of the school’s context. This ensures that pupils have experiences, opportunities and knowledge which help them make positive choices across all areas of their life. Disadvantaged pupils particularly benefit from this offer. While pupils develop secure knowledge across this programme, in some areas this knowledge is not as detailed as it could be.

p.4

Personal development and wellbeing Expected standard

Pupils are reflective, well-mannered and considerate. The school’s values of kindness, respect and compassion are deeply embedded. Pupils also develop their knowledge of fundamental British values, such as tolerance, liberty and the rule of law. They know why it is important for everyone to have a say. This results in a culture of respect for all, regardless of background or difference.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that pupils have access to a suitable range of opportunities that prepare them for later life. For example, visitors to school, including ex-pupils, talk to pupils about different careers, helping them to understand future pathways. These opportunities support pupils to think about their own aspirations and understand the importance of working towards future goals. Leaders nurture pupils’ talents and interests through sports competitions and musical opportunities such as instrumental teaching. The curriculum is brought to life and made relevant through trips and carefully selected experiences.

p.5

Personal development and wellbeing Expected standard

Pupils develop their understanding of healthy relationships. They understand the importance of treating others as they would wish to be treated. They understand risks both online and offline so know how to keep themselves safe. Pastoral support is effective. As a result, pupils are confident to share concerns and worries with trusted adults, which supports their wellbeing.

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