St Gregory's Catholic Academy

St Gregory's Catholic Academy

Address: Ragpath Lane, Stockton-on-Tees, TS19 9AD Unique reference number (URN): 139492

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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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Personal development and wellbeing Strong standard

Leaders and staff teach pupils how to understand themselves and others. Pupils follow a rich personal development programme. This helps pupils to build confidence, resilience and an understanding of ethical issues. This means that pupils are considerate of others and the wider community. Pupils develop strong social skills, including cooperation, empathy and conflict resolution. For example, pupils take a lead on resolving issues in school and fundraising for charities.

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Personal development and wellbeing Strong standard

The personal development programme equips pupils with the knowledge, skills and attitudes to engage successfully in school life. Pupils learn about healthy relationships in an age- appropriate way. They learn how to keep themselves safe online and in their community. Staff also teach pupils about other risks. These include unsafe situations, peer pressure and managing emotions. They learn how to ask for help when they are worried and how to build positive friendships. Pupils who need extra help, such as those with special educational needs and/or disabilities or those facing difficult times, get additional support. This support comes from a highly effective wellbeing team. This is led by staff and supported by pupils. Pupils are confident to access help when they need it.

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Personal development and wellbeing Strong standard

Outside of the taught curriculum, leaders expose pupils to the world of work. Pupils are supported to effectively develop their aspirations for the future. Visiting speakers from the community and enriching trips broaden pupils’ horizons. Pupils are very positive about their wider experiences and opportunities that the school gives them. As pupils move through the school, they are greatly encouraged to develop as leaders such as house captains and wellbeing ambassadors. They actively contribute to the welcoming and caring ethos that is very firmly established in school.

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Personal development and wellbeing Strong standard

The personal development programme teaches pupils about a wide range of different cultures. They learn to think about their own beliefs and listen to different opinions. Pupils celebrate difference. They have a secure understanding of the fundamental British values. Together, these experiences help pupils grow into confident, resilient and responsible citizens.

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Achievement Expected standard

Pupils, including those who are disadvantaged, achieve well. They generally attain in line with national expectations at key stage 2. From their starting points, pupils with special educational needs and/or disabilities progress well through the curriculum. Pupils develop appropriate knowledge and skills across the curriculum. For example, they build effectively on their prior learning in History.

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Achievement Expected standard

Leaders check closely how well pupils are progressing. They ensure that well-tailored support is in place for pupils who need it. This means that pupils with gaps in their knowledge have help to keep up with their peers where needed. Pupils develop accurate and fluent reading, spelling and number skills, which they need to succeed. This means pupils are able to develop their reading, writing and mathematics skills securely. As a result, pupils are well prepared for the next stage in their education.

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Attendance and behaviour Expected standard

Leaders monitor attendance carefully. They track patterns closely, including for vulnerable pupils. This allows staff to intervene early and support pupils sense of belonging. Leaders make effective use of a range of strategies to support positive attendance. Staff and pupils enjoy the celebrations for high attendance. Leaders’ approach has focused on understanding barriers and removing these swiftly. Overall, attendance is in line with national figures and shows signs of further improvement. For example, persistent absence continues to fall for some groups of pupils, so they are in school more often.

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Attendance and behaviour Expected standard

Pupils want to learn and have a genuine thirst for knowledge. They display positive attitudes throughout the day. This is evident in the purposeful and engaging classroom environments and their enjoyment of break times. Pupils support each other well, with older pupils being fantastic role-models. For example, older pupils are trained by staff to support younger ones. They can deploy these skills independently through a range of roles that support the smooth running of life around school. From children in the early years upwards, they have a very secure understanding of the routines and leaders’ expectations for behaviour. Pupils learn what it means to be kind, respectful and friendly to all. They demonstrate this to each other, staff and visitors frequently. Pupils know what bullying is and are clear that this is completely unacceptable. They know staff are swift and consistent in dealing with any

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Attendance and behaviour Expected standard

incident and they are resolved effectively.

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Curriculum and teaching Expected standard

Leaders ensure that the ambitious curriculum that is in place is taught well. It makes clear the important knowledge and skills that pupils need to learn and when they will learn them. Teachers guide pupils through a broad and balanced curriculum that allows them to develop their understanding of the world. Staff generally use ongoing assessment well to inform teaching. Pupils benefit from this and make improvements to their work over time.

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Curriculum and teaching Expected standard

Reading is a clear priority for all. Staff and pupils display a shared enjoyment of books. Staff ensure that any gaps that arise in pupils’ reading skills are quickly addressed. This is also true in the support in place for pupils’ spelling and language development. Teachers use their subject knowledge to design engaging learning activities. They adapt their approaches so that pupils, including those with special educational needs and/or disabilities, access the same curriculum as their peers. Pupils learn the curriculum well because of this, particularly in English and Maths.

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Curriculum and teaching Expected standard

Leaders rightly prioritise writing as a key area to develop further. Sometimes pupils are not helped consistently enough to improve how they write. This can limit some in how they express their understanding when it comes to composing their written responses.

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Early years Expected standard

Leaders are passionate about providing children with the best possible start to education. Children settle quickly into their day, particularly in Nursery, because established routines help children to be safe and happy. Staff know the children well and support them effectively. Adults use songs, rhymes and stories to build firm foundations for children's language development and communication skills. In Reception Year, phonics sessions start straight away. Children practise sounds daily. By the end of the Reception Year, children use their phonics knowledge to spell words and write sentences.

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Early years Expected standard

Leaders have designed a curriculum that sequences the knowledge and skills that children need to be ready for Year 1. Leaders have effectively enhanced the provision indoors and outside to support children’s physical development. Children with special educational needs and/or disabilities and disadvantaged children get swift help from adults and outside agencies when needed.

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Early years Expected standard

Teaching across the early years is effective. Staff interact with children well, helping them to further develop their language skills and widen their vocabulary. This means children gain the knowledge they need. In Nursery children develop the vital skills of playing together and helping each other. Staff engage with parents and carers effectively involving them in their child's education. Transition sessions support children moving on from the early years into Year 1 very effectively.

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Inclusion Expected standard

Leaders have fostered an inclusive culture which threads through all areas of the school. They use their knowledge of pupils' needs to ensure that they get the right support at the right time. For example, leaders make sure that the progress of disadvantaged pupils is monitored carefully. This allows staff to direct their time and resources to respond to pupils' individual needs. Pupils particularly benefit from the wellbeing support that they receive.

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Inclusion Expected standard

Staff have ongoing training so that their support for pupils helps them to engage with learning. Leaders work sensitively with families through regular conversations and informal engagement. Staff identify pupils’ needs quickly and accurately, drawing on their observations, assessment information and positive relationships. Leaders take a thoughtful, child-centred approach, adapting lessons and adjusting tasks and providing help that is closely monitored for impact. They ensure staff are supporting pupils to become more independent in their learning.

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Inclusion Expected standard

Leaders ensure the support for pupils with special educational needs and/or disabilities, disadvantaged pupils and those known or previously known to social care is effective. This includes engaging effectively with a range of external support, including specialists as required.

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Leadership and governance Expected standard

Leaders put pupils at the centre of their decision making. Decisions are well made and reflect the school’s context and priorities. Leaders take appropriate action to improve provision and outcomes for pupils. A rich and consistent culture of reading is apparent, which pupils both enjoy and benefit from. Leaders ensure that the curriculum is ambitious and inclusive. They monitor the quality of teaching regularly. Leaders make sure that staff access a coherent professional learning programme that builds their expertise over time. Staff receive specialist training to ensure that they can support pupils with special educational needs and/or disabilities or who have had support from children's social care. Leaders are mindful of staff workload and wellbeing. They promote staff wellbeing across the school.

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Leadership and governance Expected standard

Staff are proud to work at the school and feel valued. Parents and carers are positive about the school and how it is a nurturing community. Leaders ensure that the school is a part of the local area. They build connections to other organisations to support the work they do in helping pupils.

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Leadership and governance Expected standard

Those responsible for governance are united in their vision and ambition for the school. They hold a secure, well ‑ informed understanding of its strengths and areas for further development. This effective oversight of the school's performance allows them to support and challenge leaders appropriately. The collective drive for all to thrive and be a positive influence in the community is a deeply shared passion. This is reflected in the consistently high expectations of pupils’ behaviour and attitudes across the school.

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

Pupils enjoy coming into the very welcoming environment that is St Gregory’s. They experience a sense of belonging and demonstrate a pride in their school. Warm relationships between staff and pupils built on care and trust underpin this. Pupils feel safe and know who to speak with if they have any worries. Staff take pupils' concerns seriously and bullying is very rare. Pupils trust staff to resolve issues that arise.

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

The school provides a superb personal development programme, focused on developing character. Pupils learn how to stay safe in their community, including how to protect themselves online. More importantly, staff and older pupils model the school values very well. Pupils become increasingly confident and independent. They cooperate well with others, both at break times and in lessons. Pupils know what they are learning will help them become successful adults. They understand that is important.

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

Pupils relish the time they spend learning. They show resilience and support each other in lessons. When pupils find things difficult, staff provide a wide range of additional and highly effective pastoral support. Caring and dedicated staff are proactive in raising pupils’ aspirations and what might be possible in the future. Pupils have rich and impactful opportunities to understand themselves and the world around them. From the lunch monitors in school to the ‘Mini Vinnies’ work in the community, they learn to care for each other and people beyond.

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

Attainment in assessments at the end of key stage 2 is in line with national expectations. Pupils progress well through the curriculum, particularly in reading and mathematics. Teaching builds carefully on what pupils already know, helping them grasp more complex ideas. Pupils with special educational needs and/or disabilities benefit from proactive help

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Lead inspector:

Richard Wakefield, His Majesty's Inspector

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Team inspectors:

Nicola Murray, Ofsted Inspector Donna Bedford, Ofsted Inspector that enables them to access the full curriculum. Parents, carers and pupils appreciate the support that staff offer. Pupils are well prepared to move onto their next stage.

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Next steps

Leaders should ensure that teaching supports pupils to develop the consistency and fluency of their writing, enabling them to express fully their understanding through the composition of their written work.

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About this inspection

This school is part of the Bishop Hogarth Catholic Education 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), Stuart McGhee, and overseen by a board of trust directors, chaired by Yvonne Coates.

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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 co-headteachers, senior leaders, teachers and support staff during the inspection. Inspectors also spoke with pupils and some parents and carers. An inspector spoke to the CEO of the trust and a representative from the diocese, as well as members of the local governing committee and the board of directors for the trust.

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About this inspection

The inspectors confirmed the following information:

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About this inspection

The school is registered as having a Catholic religious character. The last section 48 inspection took place in March 2023.

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About this inspection

The school does not currently use any alternative provision.

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About this inspection

Co-headteachers: Marie Best and Lesley Box

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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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average

2024/25 (final) 67% 62% Close to average

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average

2022/23 (final) 53% 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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average

2024/25 (final) 80% 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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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) 73% 74% Close to average

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average

2022/23 (final) 73% 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

2024/25 (final) 46% 47% Close to average

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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

2024/25 (final) 69% 63% Close to average

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average

2023/24 (final) 57% 62% 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) 69% 59% Close to average

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average

2023/24 (final) 57% 58% Close to average

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average

2022/23 (final) 67% 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) 54% 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) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 5.7% 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) 12.4% 13.0% Close to average

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national average

2023/24 (3 term) 16.4% 14.6% Close to average

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national average

2022/23 (3 term) 15.7% 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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