St Dominic's Catholic Primary School

St Dominic's Catholic Primary School

Address: Margaret Street, Stone, Staffordshire, ST15 8YG Unique reference number (URN): 142210

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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 Exceptional

Across all phases, pupils acquire secure knowledge, refine their understanding and apply skills with increasing confidence as they move through the curriculum. For instance, pupils articulate their thinking clearly in extended writing and demonstrate a secure grasp of key concepts across subjects. As a result, pupils at this school make remarkable progress.

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Achievement Exceptional

Leaders take highly effective action to raise aspirations and ensure all pupils, including those who are disadvantaged, succeed. Consequently, outcomes in statutory assessments are consistently above national averages. Pupils frequently make rapid progress from starting points. All groups of pupils, including those with special educational needs and/or disabilities and those who may face additional barriers to learning, achieve highly. The carefully planned curriculum secures strong foundations in English, reading and mathematics while offering rich opportunities across the wider curriculum. This, in turn, motivates pupils to learn more. Consequently, pupils leave school as confident, capable learners, who are exceptionally well prepared for the next stage of their education.

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Early years Exceptional

Children in the early years experience a calm, welcoming and highly stimulating start to school life. Through a highly ambitious and carefully structured curriculum, they quickly acquire the knowledge and confidence needed to succeed. Staff have expert knowledge of early development and use this to identify children’s needs precisely. They adapt learning activities thoughtfully so that all children, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, achieve remarkably well. This enables them to rapidly secure strong foundations for later learning.

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Early years Exceptional

Warm, purposeful interactions are central to the provision. Adults model rich language consistently, introducing and revisiting ambitious vocabulary throughout the day. This ensures that children develop strong communication skills and become increasingly fluent. Nursery children, including those with SEND and those who are disadvantaged, confidently use words, such as ‘grow, cocoon’ and ‘chrysalis’, when describing the life cycle of a butterfly. Similarly, in Reception, children use specific vocabulary accurately to explain mathematical concepts, such as ‘part-part-whole’.

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Early years Exceptional

Phonics is taught systematically, enabling children to blend sounds, segment words and read simple texts with growing independence. Staff provide meaningful opportunities for writing, helping children apply their phonics knowledge confidently. They intervene quickly when children need help to form letters or numbers correctly.

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Early years Exceptional

Children’s personal development is nurtured effectively. They cooperate, show curiosity and sustain concentration during activities. Strong partnerships with parents support learning beyond the classroom. As a result, children leave the early years fully prepared, both academically and socially, for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders prioritise attendance and maintain a clear, consistent focus on improving it for all pupils. Attendance is everyone’s responsibility across the school. Robust systems enable staff to check attendance daily, analyse patterns and act swiftly when concerns arise. Leaders work closely with families to understand and remove barriers, offering practical and pastoral support where needed. This results in attendance that is consistently above the national average, including for disadvantaged pupils and pupils with special educational needs and/or disabilities, and continues to improve over time. Persistent absence is below the national average because staff intervene early and sustain support. Pupils understand the importance of attending regularly.

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Attendance and behaviour Strong standard

Pupils respond extremely well to the school’s high expectations for behaviour. This creates a calm, orderly and respectful environment. Staff apply behaviour policies consistently and reinforce clear routines from the early years. Pupils respond promptly to instructions, move sensibly around the school and settle quickly to their learning. Relationships are warm and respectful, and pupils feel safe and valued. Staff use well-judged strategies to support pupils, who need help, to regulate their behaviour, ensuring these pupils meet the same high expectations. Bullying, discrimination or poor behaviour are rare. When they occur, they are dealt with swiftly and effectively. Consequently, lessons are purposeful, pupils remain focused and attitudes to learning are highly positive.

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Curriculum and teaching Strong standard

Leaders have established an ambitious and well-sequenced curriculum that reflects the school’s context. They are clear about the essential knowledge and skills pupils should learn and when this is taught. As a result, learning builds progressively from the early years through to the end of key stage 2. Staff have secure subject knowledge and present new learning clearly. They break concepts into manageable steps, so that pupils develop a secure understanding over time.

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Curriculum and teaching Strong standard

Teachers check pupils’ understanding regularly and address misconceptions promptly. They adapt teaching effectively so that pupils who face barriers to learning, including those with special educational needs and/or disabilities, access the same ambitious curriculum as their peers. Additional support is timely and well matched, helping pupils to keep pace and achieve success.

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Curriculum and teaching Strong standard

Leaders prioritise reading, writing and mathematics. Pupils develop fluency and confidence because staff provide regular opportunities to practise and revisit key knowledge. This begins in the early years. A strong emphasis on vocabulary ensures pupils can articulate their ideas clearly across subjects. Leaders monitor the quality of education closely and provide focused professional development for staff. Consequently, teaching is consistently effective and pupils are well prepared for the next stage of their education.

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Inclusion Strong standard

Inclusion underpins all aspects of the school’s work. Leaders have established a clear and ambitious vision that all pupils can succeed, regardless of their starting points or any barriers they may face. Staff know pupils well and build strong, trusting relationships with families. This enables them to identify needs quickly and provide effective support. Staff work with external professionals to ensure that pupils receive well-coordinated support. As a result, pupils feel safe, valued and ready to learn.

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Inclusion Strong standard

Leaders ensure that staff receive high-quality professional development. This equips them with the knowledge and confidence to adapt teaching and provide support through a stepped approach. Appropriate strategies and well-planned interventions help pupils to access the full curriculum alongside their peers. Regular checks on pupils' progress mean that support is refined, where necessary, so that it remains highly effective. This helps to ensure that no pupils are overlooked and that all pupils achieve well.

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Inclusion Strong standard

Leaders use additional funding carefully to remove barriers to learning and participation. Disadvantaged pupils benefit from targeted academic and pastoral support, as well as opportunities to take part in enrichment activities. Leaders monitor the impact of this provision closely. This ensures that all pupils, including those with special educational needs and/or disabilities and other vulnerable groups, develop increasing confidence, independence and success in their learning.

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Leadership and governance Strong standard

Leaders establish a clear and ambitious vision that places pupils at the heart of the school’s work. They have a precise and well-informed understanding of the school’s strengths and areas for development. Leaders use this insight to identify appropriate priorities and act with determination to secure ongoing improvement. Their decisions are rooted in doing what is right for every pupil, particularly those who are disadvantaged or who face additional barriers to learning. This enables pupils to experience a consistently high-quality education and are well prepared for the next stage of their learning.

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Leadership and governance Strong standard

Leaders have created a strong culture of professional development. Staff, including early career teachers, benefit from a carefully planned programme of training that is aligned to school priorities and informed by educational research. Leaders provide opportunities for collaboration, coaching and reflection. This enables staff to refine their practice and build expertise over time. They are attentive to workload, adapting systems, where necessary, so that staff can work efficiently. Consequently, staff feel valued, supported and proud to be part of the school community.

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Leadership and governance Strong standard

Governors and directors fulfil their statutory responsibilities diligently. They have a secure understanding of the school’s context and provide both support and robust challenge to leaders. Those responsible for governance draw upon a wide range of information to monitor the impact of leaders’ actions, particularly in relation to safeguarding, inclusion and the use of additional funding.

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Leadership and governance Strong standard

Effective partnerships further strengthen the school’s work. Leaders engage positively with parents, carers and external partners to enhance provision. This collaborative approach fosters a culture of openness, high expectations and contributes positively to pupils’ experiences.

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Personal development and wellbeing Strong standard

Leaders have established a carefully considered and ambitious personal development programme that is woven throughout all aspects of school life. Pupils benefit from a wide range of meaningful experiences that enhance their understanding of the world and strengthen their character. They speak positively about opportunities, such as educational visits, themed weeks and a diverse programme of extra-curricular clubs. Leaders ensure that these opportunities are thoughtfully planned to complement the curriculum and remove barriers to participation. As a result, all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, access the full offer.

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Personal development and wellbeing Strong standard

The curriculum for personal, social, health and economic education is well sequenced and reflects the needs of the school community. Pupils develop a secure understanding of how to keep themselves safe and healthy, both physically and mentally. They learn about online safety, relationships and wellbeing in an age-appropriate way. Older pupils discuss concepts such as fairness, rights and responsibility with maturity. Younger pupils learn to cooperate, share and manage their emotions. This ensures that pupils build knowledge progressively over time.

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Personal development and wellbeing Strong standard

Pupils demonstrate respect and kindness in their interactions. They celebrate diversity and understand the importance of equality and inclusion. Fundamental British values are embedded across the curriculum and wider school experiences. Pupils can explain ideas, such as democracy and the rule of law, and apply these to their everyday lives, for example, through voting for school councillors.

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Personal development and wellbeing Strong standard

A wide range of leadership opportunities enables pupils to contribute to the school community. Roles such as school councillors, worship leaders and classroom monitors help pupils develop confidence, responsibility and a sense of pride. Strong pastoral support ensures that pupils feel safe and valued. By the time they leave, pupils are confident, resilient and well prepared for the next stage of their education and life in modern Britain.

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

The school’s work reflects its vision of ‘As Children of God, We Love One Another’. Pupils feel welcome and included in a caring and purposeful environment. From the moment they arrive, there is a calm atmosphere. Staff greet pupils warmly and set a positive tone for the day. Clear routines help pupils to settle quickly and they begin learning with focus and enthusiasm. This positive start ensures that learning time is used effectively and pupils approach their work with confidence.

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

Pupils consistently behave well and demonstrate respectful attitudes towards one another and to adults. They follow the high expectations set by staff. These expectations begin in the early years. During social times, pupils play cooperatively and include others in their games. They say that friendships are important and that any disagreements are resolved quickly. Pupils trust that adults will listen and support them if they have concerns, which helps them to feel safe.

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

In lessons, pupils are enthusiastic and show very positive attitudes to learning. They share ideas confidently, listen carefully and build on each other’s thinking. Pupils take pride in their work and show determination when faced with difficulty. Staff reduce barriers to learning through well-planned support, enabling pupils to succeed. Teaching supports and challenges pupils effectively so that all, including those with special educational needs and/or disabilities and disadvantaged pupils, achieve exceptionally well.

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

The school promotes clear values, such as respect, kindness and perseverance. Pupils understand these well and apply them in their daily lives. They recognise the importance of treating everyone fairly. A wide range of enrichment opportunities, including clubs, trips and leadership roles, enhance pupils’ experiences and broaden their aspirations. As a result, pupils enjoy school and attendance is high.

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

Pupils develop academically and personally and are well prepared for the next stage of their education.

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Next steps

Leaders and those responsible for governance should continue to improve curriculum implementation to sustain exceptional achievement for all pupils.

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About this inspection

This school is part of St Gabriel the Archangel Catholic Multi-Academy Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Toni Ellis, and overseen by a board of trustees, chaired by Julia Bridgewater, MBE.

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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 school leaders, including the headteacher, assistant headteachers and other leaders. The lead inspector spoke with the chief executive officer, representatives of the trust, including the vice-chair of the trust board, representatives of the local governing body and an adviser from the Diocese during the inspection.

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About this inspection

Inspectors spoke to pupils in lessons, at social times and met with groups of pupils.

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About this inspection

Inspectors met with groups of staff and spoke to parents at the start of the school day. They considered the responses to Ofsted’s surveys.

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Team inspectors:

Gill Turner, Ofsted Inspector Darren Lennon, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 2 June 2026

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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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School capacity

The inspectors confirmed the following information about the school:

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School capacity

This school is registered as having a Roman Catholic religious character. The school's last section 48 inspection was in October 2023.

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School capacity

The school runs an on-site nursery for children aged 3 years.

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School capacity

The school runs a breakfast and after-school club managed by the school.

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School capacity

The school does not make use of any alternative provision.

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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 6 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 needs support 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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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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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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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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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. 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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