Blessed Mother Teresa's Catholic Primary School

Blessed Mother Teresa's Catholic Primary School

Address: Somerset Road, Highfields, Stafford, Staffordshire, ST17 9UZ Unique reference number (URN): 142192

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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

Across the curriculum, pupils develop the essential knowledge and skills they need to be highly successful and move on to their next stages of education. This includes children in the early years.

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Achievement Strong standard

Pupils make progress that is well above their peers nationally from their starting points. Pupils' progress in reading and mathematics is a particular strength, with many pupils outperforming their peers nationally by the end of Year 6. Pupils with special educational needs and/or disabilities make positive progress from their starting points. A considerable strength of the school is the progress of disadvantaged pupils, which is well above national figures.

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Achievement Strong standard

A point to celebrate is pupils' attainment, which is above average by the time they leave the school at the end of key stage 2, and this includes disadvantaged pupils. Pupils achieve very well and are incredibly well prepared for secondary school.

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Attendance and behaviour Strong standard

Many pupils join and leave the school at different times throughout the academic year. This has an impact on attendance. Attendance is rightly everyone's business at the school. It has improved significantly as a result of the highly effective work completed. Whole-school attendance is at least in line with national averages. This includes attendance of disadvantaged pupils and those with special educational needs and/or disabilities. Additionally, persistent absenteeism has halved in recent times. The school works creatively with families to remove any barriers pupils have to attending regularly. Leaders continue to strengthen this work with some families.

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Attendance and behaviour Strong standard

Pupils are delightful. They are friendly, welcoming and curious. Everyone at the school understands the high expectations that exist. Pupils know what behaviours are expected of them and they enjoy meeting these consistently. Leaders, staff and pupils work very well together to create a positive and purposeful school environment. Bullying is not tolerated. It is dealt with quickly on the very rare occasions when it does occur. Leaders track patterns in behaviour carefully. They know why some pupils may find it hard to behave well and find highly effective ways to help them to improve their behaviour. Consequently, the school is a calm and nurturing learning environment.

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Curriculum and teaching Strong standard

Leaders have a very detailed and accurate view of the quality of teaching. Through highly effective monitoring they swiftly identify any inconsistencies in the way they expect the well- structured curriculum to be taught. This enables them to take swift action to support any teachers, for example through effective professional training.

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Curriculum and teaching Strong standard

The school has carefully planned the curriculum in place. Key knowledge and skills are broken down thoughtfully. Consequently, teachers know exactly what to teach and when. Pupils learn the curriculum very well, and teachers check regularly how well they remember it.

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Curriculum and teaching Strong standard

Teachers know their pupils very well, including pupils with any barriers to their learning, and routinely adapt their teaching to ensure all can learn. This supports all pupils, especially those with special educational needs and/or disabilities. Teachers have secure subject knowledge. They explain ideas clearly and model responses effectively. The school has recently focused on enhancing pupils' oracy. This work is very successful and pupils speak confidently and knowledgeably about what they are learning.

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Curriculum and teaching Strong standard

The school quickly identifies the gaps that pupils may have in their literacy and numeracy knowledge. Pupils attend tailored catch-up sessions to help them to close these gaps. As a result, pupils secure the essential knowledge they need in order to be successful.

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Early years Strong standard

The early years is the bedrock of the school. Every day here starts with warm, personalised greetings and strong relationships between staff, children, parents and carers. This is a pleasure to observe. Staff work quickly and highly effectively to get to know children and forge strong relationships with them and their families. This allows children to settle quickly into daily school life.

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Early years Strong standard

In classrooms, high-quality interactions and purposeful learning environments support children to establish effective learning routines. They engage confidently and kindly with each other and their adults. Children successfully learn how to meet behaviour expectations and show resilience when working and playing. Staff carefully choose learning tasks and resources that help children to develop independence and learn the intended curriculum well.

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Early years Strong standard

The curriculum in the early years is very well structured. Staff work quickly to identify any barriers to learning children may have, including any special educational needs and/or disabilities. Across the early years, high-quality interactions effectively support children's language development. The same is true for children's numeracy knowledge. Children gain an appropriate understanding of number bonds and what value numbers have. Consequently, they consistently secure the important knowledge they need to be well prepared for Year 1 and beyond.

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Inclusion Strong standard

This is a truly inclusive school where strong practices are fully embedded. Highly-skilled staff ensure that pupils' needs are quickly and effectively identified and assessed. Staff are given clear and expert guidance on how to support pupils to learn well. They receive specialist training on how to support pupils who may have barriers to their learning and/or wellbeing. Teachers know pupils very well and routinely help them to overcome the barriers they have.

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Inclusion Strong standard

The school has established a common framework of support, which is designed with the needs of pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged in mind. This means that pupils, including those with SEND, consistently receive the help they need to learn very well. The rigorous approach to monitoring pupils' progress and wellbeing means that leaders act swiftly when something is not right. Pupils receive targeted individualised support when needed, including mental wellbeing support. This work is highly effective and pupils thrive as a result.

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Inclusion Strong standard

Leaders use pupil premium funding to skilfully reduce the barriers some pupils face. For instance, they ensure that all pupils have access to high-quality learning materials and are fully involved in all enrichment activities.

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Leadership and governance Strong standard

The school's leadership is impressive. For example, leaders show a forensic and accurate understanding of what works and what does not work in their school. They use this knowledge to continually set improvement priorities and evaluate these for their effectiveness. Leaders take decisive actions with pupils' best interests at heart.

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Leadership and governance Strong standard

Leaders at all levels share a clear vision for the school. They live this vision through their daily interactions with staff, pupils, parents and carers. Through their determined actions, leaders have established an environment where pupils feel safe and cared for and are able to flourish.

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Leadership and governance Strong standard

The trust and local governing body fully meet their statutory duties. The support provided to the school has been highly effective in bringing about many improvements in a short period of time, for example providing high-quality, tailored staff training. The trust ensures that leaders have a clarity of purpose and the support they need to do their job very well. Consequently, leaders at all levels act as role models of the high expectations that exist.

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Leadership and governance Strong standard

Staff feel valued and involved in the work of the school. When changes are made, staff feel included. This is because leaders listen to their views and take their wellbeing and workload into consideration.

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Leadership and governance Strong standard

The school is working hard and effectively to engage with all parents. This work is paying off and can be seen in the rising attendance figures. However, more remains to be done to connect with some parents. Work is underway to achieve this.

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Personal development and wellbeing Strong standard

The school's magic comes to life in its impressive pastoral support and extensive personal development programme. As a result of this work, pupils feel valued, cared for and part of the 'family'.

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Personal development and wellbeing Strong standard

The school has designed a highly effective personal development programme that provides pupils with a range of experiences to extend their learning beyond the classroom. Pupils relish the many opportunities they have to represent the school in varying leadership roles. For example, as wellbeing buddies. This work is highly effective in ensuring pupils gain the knowledge and skills they need to be successful citizens.

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Personal development and wellbeing Strong standard

Pupils learn about risks and how to keep themselves safe. For example, about online safety and road awareness. The health and social education provided, including about relationships and mental health, is age appropriate. Pupils enjoy learning about the fundamental British values. They understand the importance of respecting others and appreciating diversity. Pupils speak eloquently about what they have learned and demonstrate their knowledge in their daily interactions at school.

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Personal development and wellbeing Strong standard

The school's impressive offer also includes a broad and bespoke programme of extra- curricular activities, which pupils keenly attend. All benefit from this offer because it is matched to pupils' interests. Where a club may not exist, pupils make suggestions and leaders listen, such as with the coding club. Pupils benefit from trips and external visitors to supplement this further. As a result of this impressive offer, all pupils have high-quality opportunities that many otherwise would not have.

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Personal development and wellbeing Strong standard

Leaders carefully analyse who attends their provisions and take targeted actions to encourage and engage any pupils who do not. This means that all pupils, including those who are disadvantaged, benefit considerably from the school's offer. The school works beyond what is required of it by ensuring pupils have meaningful encounters with possible career option choices in key stage 2. This is because leaders work relentlessly to raise aspirations. As a result, many Year 6 pupils speak of the careers they would like to work towards in the future.

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

Pupils, staff, parents and carers refer to this school as 'a family' to which all feel a deep sense of belonging. Leaders have set high expectations and aspirations for all, including staff. Together, they make decisions to benefit everyone, helping pupils flourish. The school's aim to 'educate every child in their wholeness' is consistently realised. All live out the school's values, which results in a rooted culture of love, care and nurture.

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

Pupils know that staff care about them. They feel safe and valued as members of the school community. Positive relationships between staff and pupils are joyous to observe. Everyone understands the high expectations of pupils' behaviour. Pupils proudly meet these and ensure that they support each other if needed. As a result, the school is calm and purposeful.

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

Pupils are proud of their school and enjoy learning. Their attendance is high. Pupils want to come to school and keenly take part in the many activities available to them, for example in the new outdoor play scheme. Pupils trust that their staff will deal with any rare issues, including unkind behaviour, swiftly and effectively.

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

Teachers work skilfully and highly effectively to identify and support pupils who may face barriers to their learning and/or wellbeing. From the early years, strong support ensures that all pupils access their learning. Pupils value this and do well because of the targeted help they get.

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

Pupils benefit from an extensive programme to further their personal development. They learn about healthy relationships, personal safety, kindness and respect for all people. This work is very successful and pupils gain in-depth knowledge about topical issues in their lives and wider world. Pupils speak keenly about the many extra-curricular opportunities they take

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Team inspectors:

Keri Baylis, His Majesty's Inspector Andrew Washbourne, His Majesty's Inspector part in. For example, Year 5 and 6 pupils cannot wait for their residential in July. Leaders ensure that all pupils have access to the wonderful things going on. As a result, all pupils benefit fully.

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Next steps

Leaders should continue to meaningfully engage with those few parents and carers who do not see the importance of regular attendance to ensure that even fewer pupils miss time off school and benefit fully from all that the school has to offer.

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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 headteacher, deputy principal, senior leaders, other leaders and staff at the school, including early career teachers. Inspectors held a telephone conversation with a representative from the diocese. The lead inspector met with the chair of the board of trustees, the CEO and other trust leaders. The lead inspector met with a group of members of the local governing body, including the chair and vice-chair of governors.

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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 currently uses no alternative provision.

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About this inspection

This school is registered as having a Catholic religious character. It is in the Diocese of Birmingham. Its last section 48 inspection was in September 2022.

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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?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

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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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average

2022/23 (final) 78% 71% 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

2022/23 (final) 78% 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

2022/23 (final) 56% 44% 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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average

2022/23 (final) 67% 60% Close to average

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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

2022/23 (final) 56% 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

2022/23 (final) 56% 59% Close to 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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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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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) 4.6% 5.2% Close to average

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national average

2022/23 (3 term) 5.4% 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 (3 term) 10.4% 13.0% Close to average

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national average

2023/24 (3 term) 11.2% 14.6% Close to average

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national average

2022/23 (3 term) 12.9% 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.

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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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Urgent improvement

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