St Mary's Catholic Primary School

St Mary's Catholic Primary School

Address: Wharf Lane, Brewood, Stafford, Staffordshire, ST19 9BG Unique reference number (URN): 142214

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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 make impressive progress from their starting points and achieve very well across the curriculum. This includes disadvantaged pupils, those with special educational needs and/or disabilities and those facing wider barriers to learning. Pupils build a depth of knowledge in reading, writing and mathematics. They produce high-quality work. This is reflected in outcomes at the end of Year 6 that remain above national averages over time in reading, writing and mathematics. Disadvantaged pupils achieve particularly well, often surpassing their non-disadvantaged peers nationally. Pupils consistently achieve above the national average in the Year 4 multiplication tables check. The number of pupils meeting the expected standard in phonics at Year 1 remains consistently well above national figures. In the early years, staff help children strengthen their knowledge and skills in number, spelling, handwriting and early reading. Across the school, pupils are well prepared for their next

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Achievement Strong standard

steps in education and they move forward with confidence.

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Attendance and behaviour Strong standard

Leaders take a proactive approach to attendance. They use information well to spot patterns and remove barriers quickly. They check attendance rigorously, follow up promptly with families and work closely with external partners to support pupils who find regular attendance difficult. Their actions have had a rapid impact, with pupils who previously missed frequent days now attending far more regularly. Attendance for pupils who face additional challenges is particularly effective because leaders make timely adjustments that meet individual needs. Families value the clear communication that helps everyone work together.

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Attendance and behaviour Strong standard

Pupils behave tremendously well because expectations are clear and routines are securely established. Classrooms are welcoming and purposeful. Pupils show thoughtful and dedicated attitudes towards learning. They listen carefully, try their best and take particular pride in their work. Pupils are highly respectful towards adults and one another, creating a community where everyone feels valued. Older pupils act as excellent role models, setting a positive example to their younger peers.

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Attendance and behaviour Strong standard

Bullying is very rare. If unkind behaviour does occur, staff deal with it quickly and fairly. Leaders take a firm stance against any form of discrimination, whether in person or online. When pupils need extra help to manage their behaviour, leaders put thoughtful and personalised support in place. This ensures every child feels included in school life.

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Early years Strong standard

Early years is a joyful and nurturing part of the school. Leaders are passionate, knowledgeable and understand young children deeply. They set a clear vision for high- quality education and care. This expert leadership ensures that children’s wellbeing and welfare are prioritised through safe, calm and predictable environments. Warm relationships between staff and children help every child feel safe, happy and ready to learn. Positive partnerships with parents and carers mean families are welcomed, informed and involved. The curriculum is skilfully sequenced so that children build a depth of knowledge across all areas. Knowledgeable staff design a range of highly engaging learning activities, which expand children's understanding and use of vocabulary. These activities are closely informed by the detailed understanding that staff have about children's next steps in learning. Early reading and communication are sharply prioritised. Children grow quickly in

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Early years Strong standard

confidence and independence. Children, including those with special educational needs and/or disabilities or children who are disadvantaged, make excellent progress from their starting points. They achieve very well across all areas of learning. Children leave with the knowledge and skills they need to hit the ground running in Year 1.

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Inclusion Strong standard

Leaders identify pupils’ needs quickly and thoughtfully. They make sure every pupil feels understood and supported. Staff gather information from families as soon as children join. This helps leaders and staff to plan early adjustments that skilfully reduce barriers to learning straight away. A broad range of highly effective strategies help pupils with special educational needs and/or disabilities (SEND) learn confidently alongside their classmates. Because inclusion is woven into everyday practice, pupils feel welcomed, valued and able to take part fully in school life.

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Inclusion Strong standard

Support for disadvantaged pupils is caring and purposeful. Leaders use the pupil premium grant to remove barriers to learning. This includes developing and strengthening partnership work with families and ensuring that pupils benefit from enrichment experiences. This has a clear impact on confidence, attendance and engagement with learning.

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Inclusion Strong standard

Pupils with SEND benefit from a well-structured approach that combines high-quality teaching with specialist advice. Personalised targets help pupils make rapid, meaningful progress. Pupils known to social care and those facing wider challenges receive coordinated pastoral support, with regular communication between school, families and professionals.

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Inclusion Strong standard

Alternative provision is used sensitively and only when needed. Transitions are planned carefully. Leaders stay closely involved so pupils continue to feel safe, supported and able to succeed. Through this caring, highly informed approach, all pupils grow in confidence, independence and wellbeing.

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Leadership and governance Strong standard

St Mary’s is a calm, confident and forward-looking school community. The headteacher, supported by the trust, has acted quickly and decisively during periods of change. Pupils feel secure and staff feel well supported. Parents and carers speak positively about the actions taken by leaders. Leaders have a clear understanding of the school’s strengths and know exactly which priorities will make the biggest difference for pupils. Their actions are rooted in what is best for pupils. Leaders are making rapid progress to develop key aspects of the school's work.

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Leadership and governance Strong standard

Governance is purposeful and effective. Governors and trustees meet their statutory duties well. They use detailed information and first-hand visits to offer insightful support and challenge. They work closely with leaders to ensure safeguarding, inclusion and use of the pupil premium grant remain high priorities. The trust’s involvement has been particularly impactful during periods of change, providing steady guidance, expert leadership capacity and practical support. This has helped the school move forward quickly and confidently.

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Leadership and governance Strong standard

Staff wellbeing matters deeply to leaders. Workload is managed carefully. Professional dialogue is open and supportive. Staff describe feeling valued and listened to. Professional learning is a real strength. Training is targeted, collaborative and shaped by staff voice. This helps teachers and support staff grow in confidence and expertise. Parents feel welcomed and informed. Leaders communicate clearly, involve families in decision-making and build positive relationships that benefit pupils. Through this stable, thoughtful and collaborative leadership, the school is firmly focused on giving every child the best possible experience.

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Personal development and wellbeing Strong standard

Leaders' strategic leadership of personal development and wellbeing is highly effective. Leaders set a clear, thoughtful vision that ensures every child, whatever their background, need or starting point, feels safe, valued and confident. They work closely with staff, families and external partners so pupils’ wellbeing is prioritised and support is proactive. This creates a culture where pupils grow socially, emotionally and academically.

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Personal development and wellbeing Strong standard

The personal development programme is carefully sequenced and woven through daily school life. Pupils develop secure social, moral, spiritual and cultural understanding through experiences, such as Diversity Week. They learn about healthy relationships, as well as age-appropriate relationships and sex education and health education in a sensitive, inclusive way. Pupils confidently explain how to stay safe online and offline, giving examples, such as using strong passwords, recognising scams and knowing what to do if something feels unsafe. Their understanding of fundamental British values is clear. Pupils talk proudly about democracy through school council elections and class votes.

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Personal development and wellbeing Strong standard

Inclusive practice is central to the school’s work. Leaders know pupils very well and identify those who may need pastoral support early. Pupils with special educational needs and/or disabilities, disadvantaged pupils and those known to social care receive tailored help where needed. This includes access to emotional wellbeing programmes, enrichment opportunities and support from external partners. Pupils trust the pastoral team and speak openly about how staff help them manage worries, resolve conflict and use strategies, such as breathing exercises.

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Personal development and wellbeing Strong standard

Pupils behave with integrity, show empathy and make thoughtful choices. They speak confidently about difference, fairness and inclusion, explaining that ‘everyone should feel they belong.’ Enrichment opportunities such as choir, coding club, art studio sessions, football and wildlife sanctuary visits build confidence, teamwork and new talents. Leadership roles such as house captains, prayer leaders and feeling first aiders strengthen responsibility and pride. As a result, pupils leave the school very well prepared for their next steps and for life beyond the classroom.

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Curriculum and teaching Expected standard

Pupils benefit from calm, well-established routines that help learning start quickly. Clear, thoughtful leadership ensures the curriculum is well organised and that teaching builds secure understanding, especially in early reading, writing and mathematics. Leaders make sure the curriculum is fully inclusive and that staff provide the right support so every pupil can access the same learning confidently.

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Curriculum and teaching Expected standard

Teaching is clear and well structured. Effective teaching approaches breaks learning into manageable steps. Staff in mixed-age classes carefully design learning activities so that all pupils make positive progress. The curriculum is sequenced thoughtfully so pupils build securely on what they have learned before.

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Curriculum and teaching Expected standard

Pupils work hard and want to do well. However, assessment is not always used consistently to spot mistakes or to address misconceptions as quickly as they could be. This means that in a small number of subjects, teaching does not secure the depth of knowledge teachers intend.

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Curriculum and teaching Expected standard

The sharp teaching focus on phonics, handwriting and early mathematics helps pupils apply important skills with confidence. Pupils use subject vocabulary accurately, take part enthusiastically in discussions and show increasing independence. In subjects such as history and science, they interpret evidence, explain their thinking clearly and apply what they have learned in meaningful ways.

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

Pupils at St Mary’s flourish in a calm, confident and forward looking school, where every child is celebrated and supported. They achieve highly and with real pride because they follow a curriculum that prepares them confidently for their next steps. Pupils, including those who are disadvantaged or have special educational needs and/or disabilities, make impressive progress from their starting points. Pupils build secure knowledge, produce high- quality work and achieve outcomes above national averages.

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

Pupils feel a deep sense of belonging. They are included in all aspects of school life, forming warm, respectful relationships with staff and peers. Thoughtful adjustments, inclusive routines and carefully designed support ensure every pupil participates fully and confidently. Broader experiences, such as visits to war memorials and conversations with faith leaders, extend learning beyond the academic and help pupils grow socially, emotionally and creatively.

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

Because pupils feel valued and supported, they thrive. Behaviour is consistently positive and classrooms are calm and purposeful. Pupils show empathy, integrity and pride in their work. Bullying is extremely rare and dealt with swiftly and effectively. Pupils attend well because they enjoy school, feel safe and want to learn. Leaders work closely with families to maintain this positive sense of belonging. Leaders place pupils at the heart of every decision. They ensure that actions are rooted in what will make the biggest difference to pupils’ long term success. Leaders' thoughtful, proactive approach creates stability, clarity and high expectations across the school. Staff feel supported, pupils feel secure and parents and carers speak positively about the improvements they see day to day. Governance is purposeful and effective. Professional learning helps staff grow in confidence and expertise.

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

Personal development is high quality and deeply embedded. Pupils learn about diversity, healthy relationships, fundamental British values and staying safe online. Through rich experiences and thoughtful leadership, pupils leave St Mary’s confident, well prepared and excited for the future.

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Next steps

Leaders should ensure that staff consistently use checks on learning to spot mistakes and misconceptions so pupils can correct errors quickly. Leaders should strive to ensure that pupils sustain the highest possible rates of attendance over time.

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About this inspection

This school is part of St Gabriel the Archangel 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), Toni Ellis, and overseen by a board of trustees, chaired by Julia Bridgewater.

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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 executive principal, early years leader, trust inclusion leader, CEO, chair of the trust board, senior partner for school improvement and transformation, Catholic senior executive leader, chair of governors and representatives of the local governing body and trust board during the inspection. They also spoke with a Diocesan representative and a member of staff from the alternative provision.

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About this inspection

The school currently makes use of one registered alternative provision.

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About this inspection

This school is registered as having a Roman Catholic religious character.

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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?

National average: 300 Its last section 48 inspection was in April 2023.

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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

2022/23 (final) 67% 60% 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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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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 (3 term) 5.7% 5.2% 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 (3 term) 15.1% 13.0% Close to average

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national average

2023/24 (3 term) 13.8% 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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