Our Lady Mother of the Saviour Catholic Primary School

School

Address: Lapwing Grove, Palacefields, Runcorn, Cheshire, WA7 2TP Unique reference number (URN): 111378

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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

Leaders place importance on strong foundational knowledge in the early years, where children learn number skills and to recognise the sounds that letters make. The development of key skills and knowledge builds systematically as pupils progress through school.

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Achievement Strong standard

By the end of Year 6, the proportion of pupils achieving the higher standard in writing is below the national average. However, pupils achieving the expected standard in reading, writing and mathematics is typically above the national average. This is particularly the case for disadvantaged pupils, who consistently outperform their disadvantaged peers nationally. Leaders are taking action to further improve writing outcomes.

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Achievement Strong standard

Leaders have taken decisive action in response to outcomes in the Year 4 multiplication check. This has secured improvement at a rapid pace. Published outcomes do not reflect the secure knowledge and recall of current pupils.

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Achievement Strong standard

Pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, consistently produce high-quality work across the curriculum. They are well prepared for the next steps in their education.

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Curriculum and teaching Strong standard

Leaders have an accurate understanding of the quality of the curriculum and teaching across the school. They make carefully considered changes when needed. For example, leaders' changes to the teaching of handwriting have led to pupils becoming increasingly proficient writers as they move through school.

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Curriculum and teaching Strong standard

Leaders have designed a broad and ambitious curriculum with a clear focus on developing pupils' vocabulary. Pupils use this language in their written work and when talking about their learning. Pupils become fluent in number skills and use their knowledge when solving more complex problems as they get older.

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Curriculum and teaching Strong standard

Learning is broken down carefully in all subjects and builds on prior knowledge year on year. Teachers design lessons that include regular opportunities to revisit and secure learning. Pupils consistently learn the reading comprehension skills they need to access the wider curriculum.

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Curriculum and teaching Strong standard

Teachers use their expertise to skilfully adapt lessons to meet the needs of pupils with a wide range of needs. They remove barriers to learning for disadvantaged pupils and those with special educational needs and/or disabilities. This enables these pupils to access the same curriculum as their peers and achieve well from their individual starting points.

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Early years Strong standard

Leaders are highly knowledgeable about the early years curriculum. They monitor the quality of provision carefully and adapt practice to respond to children's changing needs. For example, leaders have trained staff to provide high-quality interactions in both formal and informal learning. As a result, children quickly develop key speaking and listening skills, including those who are initially reluctant to talk and those with special educational needs and/or disabilities (SEND). The curriculum is carefully designed to meet children's starting points, with a strong emphasis on language development. Staff use effective modelling to build children's vocabulary across all areas of learning.

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Early years Strong standard

Leaders emphasise children's personal, social and emotional development. Care practices are appropriate and children are safe, happy and secure. Staff develop collaborative relationships with families. Staff use parents' and carers' detailed understanding of their children to help plan any additional support they need.

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Early years Strong standard

Teachers carefully track the development of each child in every area of the early years curriculum. They respond swiftly and intervene to address any gaps in learning. This means that children make progress, often from low starting points, and leave Reception ready for the next stage of their education. This includes disadvantaged pupils and those with SEND.

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Inclusion Strong standard

Leaders prioritise the accurate early identification of barriers to achievement. This is for children entering the early years and those arriving later in their school career. Leaders have established a culture where all staff consistently enhance the opportunities of every child. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Leaders ensure that pupils known to social care receive the support they need.

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Inclusion Strong standard

Leaders effectively implement the pupil premium strategy and monitor the impact closely. They provide extensive training, and staff use their expertise to adapt lessons and provide pastoral support. As a result, pupils facing disadvantage consistently behave, attend and achieve well.

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Inclusion Strong standard

Leaders ensure that staff have the knowledge and skills they need to support pupils with SEND. Staff seek advice from external agencies when appropriate. Leaders rigorously monitor each pupil's progress against their detailed, individual plans. They consider pupils' learning, behaviour and wellbeing. Staff respond skilfully to any changing or emerging needs. This means that pupils with SEND make good progress from their individual starting points.

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Inclusion Strong standard

When a pupil’s needs cannot be met on site, leaders ensure that they select the most appropriate alternative provision and maintain close oversight of pupils’ safety and learning in alternative provision.

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Leadership and governance Strong standard

Leaders have developed a culture of high expectations across the school. This is reflected in the positive behaviour and outcomes achieved by pupils. This includes pupils facing disadvantage and those with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Leaders use their detailed understanding of the school’s performance to decide when things need to be adapted and improved. They involve staff and governors and implement change in a carefully considered way. They use the best available evidence and practice to inform their work. This has led to consistently strong standards across most aspects of the school's work. However, leaders are not complacent. They are working to increase the number of pupils writing at greater depth, and they are tireless in their efforts to raise attendance rates to above the national average.

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Leadership and governance Strong standard

Governors understand their statutory duties and provide consistent levels of challenge and support to leaders across the breadth of the school's work. They consider the management of resources carefully. Governors ensure that additional funding is being used effectively to improve outcomes for the most disadvantaged pupils in the school community.

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Leadership and governance Strong standard

Leaders provide protected time for staff to work together and develop their practice. Staff consistently report feeling supported by leaders' consideration of their wellbeing and workload.

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Leadership and governance Strong standard

Both leaders and governors foster relations with parents and carers, many of whom describe the school as a family. Leaders have created a culture where the whole-school community works in the best interests of every pupil.

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Personal development and wellbeing Strong standard

Leaders have developed a rich programme of personal development. Pupils develop a detailed understanding as they progress through the well-sequenced personal, social, health and economic curriculum. This includes class-based lessons and also many opportunities to learn beyond the classroom door. For example, pupils learn about friendships and working together in class. They spend whole days learning outdoors where they build shelters and complete challenges. As a result, pupils develop resilience, social skills and cooperate consistently well with others.

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Personal development and wellbeing Strong standard

Pupils talk with confidence about healthy relationships and how their bodies change as they grow. They have a secure understanding of how to keep themselves safe.

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Personal development and wellbeing Strong standard

Pupils demonstrate a detailed understanding of fundamental British values and reflect thoughtfully on issues related to inequality. For example, pupils draw connections between their learning on democracy and the opportunities they have to vote in school. They draw on their work on Rosa Parks to talk confidently about the need for tolerance and respect for others. Pupils learn about careers and some aspire to become scientists, engineers or designers. This prepares them well for life beyond school.

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Personal development and wellbeing Strong standard

Pupils take part in competitions with the school choir. They develop their talents in cookery and craft through a well-established programme of enrichment activities. Leaders take care

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Expected standard

to include activities for all age groups. Sporting opportunities, such as curling and bowls, are carefully chosen to include all interests. Leaders use additional funding to ensure that all pupils can participate. This includes pupils facing disadvantage and those with special educational needs and/or disabilities.

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Expected standard

Pastoral support is a strength of the school. Well-trained staff anticipate where support is needed. Pupils describe how this has helped them during difficult times. This has a positive impact on their attendance, behaviour and ability to learn.

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Attendance and behaviour Expected standard

Attendance is improving but is not yet above the national average. Leaders use their detailed and accurate understanding of patterns in attendance and behaviour to work at both a whole-school and individual level to bring about further improvement. Leaders have developed a culture founded on positive relationships. Staff greet pupils warmly, and pastoral staff provide support for some pupils at the start of the day. Leaders work closely with families and know each pupil well. As a result, the attendance of pupils with barriers to regular attendance consistently improves over time. Attendance, including that for disadvantaged pupils and those with special educational needs and/or disabilities, is consistently around the national average.

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Attendance and behaviour Expected standard

Pupils understand and follow the school's well-established rules and routines. They are polite and show respect for adults and each other. Pupils are keen to learn and consistently show positive attitudes to their work.

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Attendance and behaviour Expected standard

Bullying is not tolerated and derogatory language is addressed robustly. Pupils feel safe and are confident that any issues would be dealt with straight away. Pupils learn to understand and manage their own emotions. They value the support provided by the pastoral staff and are considerate when others may be struggling. As a result, behaviour is settled throughout the school.

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

Pupils enjoy learning new things and take pride in their work. They are keen to share their knowledge and show a depth of understanding across all the subjects they study. Pupils experience trips to enhance their classroom work. For example, pupils visit Chester Zoo and the World Museum in Liverpool. They readily discuss their learning from previous years. They draw connections between different topics in a way that develops their secure understanding over time. Pupils understand inequality and do not tolerate any form of discrimination.

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

Pupils learn to communicate effectively. They learn the key skills in reading, writing and mathematics, allowing them to complete more complex tasks as they get older. Barriers to learning are reduced and pupils, including those facing disadvantage, consistently achieve well in national tests at the end of key stage 2. They are well prepared for the next stage of their education. Pupils with special educational needs and/or disabilities make good progress from their starting points.

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

Pupils play an active role in school life. Older pupils act as buddies and read to younger pupils. Pupils elect class captains, who contribute to assemblies. Pupils arrange fundraising events and get the whole school involved.

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

Pupils have warm, positive relationships with staff. They value the effective pastoral support they receive. They are respectful and considerate and play well together.

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

Pupils value the opportunities they have to sing in the school choir and represent the school in sporting events, such as netball and curling. They develop resilience and learn to cooperate in their regular outdoor learning sessions.

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

Pupils consistently behave well. They follow the school's routines, and this leads to a purposeful environment where children can learn. Pupils learn how to keep themselves safe both online and in the local community. They feel safe and consistently attend well.

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Next steps

Leaders should continue to develop their work with professionals, parents and carers to remove the barriers to positive attendance so that the number of pupils who are persistently absent reduces further. Leaders should continue their work to develop pupils' writing skills to enable more pupils to have the opportunity to work within and achieve the higher standard by the end of key stage 2.

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About this inspection

The chair of the governing body is Sheila Anne Parhizgar.

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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, other senior leaders, governors, including the chair of the governing body, staff and pupils during the inspection. They also spoke with a local authority representative and a diocese representative. Inspectors also spoke with parents and carers at the start of the school day.

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About this inspection

This school is registered as having a Roman Catholic religious character. It is in the Diocese of Shrewsbury. Its last section 48 inspection was in March 2024.

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Team inspectors:

Keith Pullen, Ofsted Inspector Julie Peach, Ofsted Inspector

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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. The school makes use of one unregistered alternative provision.

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What does this mean?

Headteacher: Michelle Kewn National average: 300

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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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average

2024/25 (final) 75% 75% Close to average

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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

2024/25 (final) 75% 72% 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

2024/25 (final) 72% 74% 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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national average

2023/24 (final) 56% 46% 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

2024/25 (final) 65% 63% 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

2024/25 (final) 65% 59% Close to average

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average

2023/24 (final) 69% 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

2024/25 (final) 65% 61% Close to average

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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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national average

2024/25 (3 term) 5.7% 5.2% Close to average

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national average

2023/24 (3 term) 6.0% 5.5% Close to average

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national average

2022/23 (3 term) 5.9% 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) 14.7% 13.0% Close to average

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national average

2023/24 (3 term) 17.4% 14.6% Close to average

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national average

2022/23 (3 term) 15.0% 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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