St Catherine's CofE (VC) Primary School

St Catherine's CofE (VC) Primary School

Address: Marlpool Lane, Kidderminster, Worcestershire, DY11 5HP Unique reference number (URN): 135051

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils achieve well across all areas of the curriculum and in all year groups. They produce high-quality work in a wide range of subjects. Pupils acquire a deep understanding of what they have learned. They demonstrate this in discussions about their work and also in their increasingly sophisticated written work.

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Achievement Strong standard

From the early years onwards, pupils build strong foundational knowledge in literacy and numeracy. This means that all pupils, including those with special educational needs and/or disabilities, are able to gain knowledge that will support them in future learning. Outcomes in the Year 1 phonics screening check are consistently above the national average.

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Achievement Strong standard

Over time, pupils’ attainment in reading, writing and mathematics at the end of Year 6 is above the national average. Disadvantaged pupils attain as well as non-disadvantaged pupils nationally. This means that pupils are very well prepared for their next stages in education.

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Curriculum and teaching Strong standard

Leaders have constructed an ambitious curriculum. It is designed so that the knowledge pupils should learn in all subjects is clear and well sequenced. This includes the subject- specific vocabulary that all pupils should understand and use. Leaders ensure that there is a deliberate focus on teaching foundational skills. For example, teaching staff have received expert training on oracy and writing. This means that pupils are taught to communicate very well, both in their writing and when talking about their learning.

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Curriculum and teaching Strong standard

Leaders prioritise reading. Phonics is taught well and there is swift identification of any pupils who need additional support. Opportunities for reading are thoughtfully embedded throughout the curriculum to support pupils to gain a deeper knowledge of what they are learning about.

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Curriculum and teaching Strong standard

Teachers have secure subject knowledge, which they present very well. They have received training that enables them to reduce the barriers to learning that any pupils might have. This includes expert use of practical resources and the careful deployment of support staff. Leaders check that the curriculum is being implemented in the way that they intend and provide support if this is needed. As a result, pupils benefit from a high-quality curriculum that is delivered consistently well.

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Inclusion Strong standard

Inclusion is at the heart of the school’s work. Leaders are determined that all pupils will receive the support they need to have a very successful experience at school. Staff receive high-quality training so that they are able to identify and support any additional needs that pupils may have. They work closely with parents and carers, and specialist professionals, to provide the right support for pupils.

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Expected standard

Staff have high expectations for all pupils regardless of the barriers to learning or wellbeing pupils may face. Teaching staff make skilful adaptations in the classroom that enable pupils to learn well alongside their peers. As a result, pupils with special educational needs and/or disabilities, and those known to or previously known to children’s social care, make secure progress.

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Expected standard

Leaders use the additional funding to make a positive difference for disadvantaged pupils. They make regular checks on this targeted work to ensure it leads to improvements to pupils’ academic progress and also to provide effective support for their emotional wellbeing. Leaders ensure that disadvantaged pupils experience the wide range of opportunities on offer at the school.

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Expected standard

Pupils have a strong sense of belonging. They know that they are valued and that their successes are recognised and celebrated.

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Attendance and behaviour Expected standard

Leaders ensure that attendance is viewed as everyone’s responsibility. There are robust systems in place to check absence information so that leaders can intervene quickly when pupils do not attend school as regularly as they should. Overall, pupils attend well and attendance is in line with national averages. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. This year there has been an increase in the number of pupils who are persistently absent from school. Although this remains below national averages, leaders are working closely with families and professional agencies to support improvements to attendance.

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Attendance and behaviour Expected standard

Pupils behave very well and understand what is expected of them. They settle very quickly into lessons and are respectful to adults and to each other. Pupils have positive attitudes and demonstrate genuine interest in what they are learning. They are proud of their work and ensure that it is presented neatly.

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Attendance and behaviour Expected standard

Bullying is not tolerated and if it does happen it is dealt with quickly. Staff provide effective support for the small number of pupils who find it difficult to manage their emotions. Pupils respond well and are often able to resume learning quickly.

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Early years Expected standard

Children get off to a great start in Reception Year. They enjoy coming to school, where they have warm, positive relationships with adults. The indoor and outdoor environments are well resourced and organised. This helps to promote children’s independence and confidence in all areas of learning. Children are interested in the activities on offer and show sustained concentration with what they choose to do.

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Early years Expected standard

The early years curriculum is ambitious and includes a focus on equipping children with the foundational knowledge they need to be successful. For example, children learn the sounds they need to be able to read simple words and they are taught to form letters accurately. Adults interact positively with children. They ensure they model and encourage children to use a wide range of vocabulary. Leaders know that there is more to do to further develop these interactions in all activities so that children’s knowledge is deepened and that the interactions are as meaningful as possible.

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Early years Expected standard

Overall, children are well prepared for Year 1. Adults organise transition carefully so that children are excited about moving up to key stage 1. The proportion of children achieving the good level of development is in line with national averages.

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Leadership and governance Expected standard

Leaders have high expectations of themselves and the whole team of staff. They are ambitious for pupils to do as well as possible academically, socially and personally. Leaders know the school community very well and they use this knowledge to make decisions in the best interests of pupils.

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Leadership and governance Expected standard

Leaders know the school's strengths and where further improvements could be made. They use this information to enhance all aspects of the school and to inform the school improvement plans. An example of where this has been successful is in the development of pupils’ writing at greater depth.

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Leadership and governance Expected standard

Leaders are mindful of staff's workload and wellbeing and have taken steps to support these areas. Staff are proud to work at the school. They know that they are valued by leaders and appreciate the professional learning programme. Leaders and staff benefit from the opportunities to work alongside colleagues, sharing expertise, as part of a local network of schools.

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Leadership and governance Expected standard

Governors are deeply committed to the school and perform their statutory duties well. They are determined that all pupils, including those who are disadvantaged and those who have special educational needs and/or disabilities know that they belong and succeed at this school. Governors ensure that they have the necessary skills and complete any training they need to support and challenge leaders as well as possible.

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Leadership and governance Expected standard

Leaders care about the community they serve. There are positive relationships between school staff and parents and carers. This partnership helps to ensure that pupils thrive at St Catherine’s.

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Personal development and wellbeing Expected standard

Leaders have designed a programme for personal development and wellbeing that prepares pupils well for their future lives in modern Britain. This includes a carefully sequenced personal, social, health and economic education curriculum that enables pupils to learn how to keep themselves safe and healthy, and gain an understanding of the wider world. For example, pupils know how to make healthy food choices and how to stay safe online. Older pupils understand what a safe relationship looks and feels like.

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Personal development and wellbeing Expected standard

Staff care deeply about the pupils and they provide high-quality pastoral support. This helps to ensure that pupils have a positive start to the day. Staff make sure that they support pupils' mental health, for example by giving pupils the opportunity to talk about how they are feeling.

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Personal development and wellbeing Expected standard

Regular assemblies help to support pupils' spiritual, moral, social and cultural development. The assembly programme is carefully planned to cover a range of themes, including cultural celebrations and world events, and reflecting on what is right and wrong. Pupils develop an understanding of fundamental British values and demonstrate this through explaining what they mean to them. This includes the opportunity to be elected to serve on the school council. Pupils are respectful of difference and understand the importance of treating people equally. Leaders know that there is more to do to ensure that pupils deepen their knowledge of different religions and cultures.

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Personal development and wellbeing Expected standard

Pupils, including those who have special educational needs and/or disabilities and those who are disadvantaged, relish taking part in the broad range of experiences on offer. This includes a residential visit to an outdoor activity centre or joining the school choir to take part in a national singing concert, as well as a wide choice of clubs.

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

Pupils are proud of their school. They model the school’s values of love, community and hope in all that they do. They attend regularly. Pupils arrive each day with smiles on their faces and build positive relationships with one another and with the adults who support them. Pupils are safe and know that adults listen to what they have to say and will help them to resolve any worries they might have.

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

Pupils have positive attitudes and demonstrate enthusiasm for what they are learning. They share their ideas and opinions confidently during lessons. Right from the start, pupils relish the opportunity to ‘stand and deliver’ their answers to the rest of the class. Staff adapt activities carefully so that pupils with special educational needs and/or disabilities can learn alongside their classmates. Pupils, including those who are disadvantaged, achieve very well in a wide range of subjects. They are fully prepared for their next steps in education.

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

Pupils thrive in a calm and respectful environment. They are polite, well-mannered and helpful. Older pupils are keen to support younger pupils, for example, during worship assemblies and at breakfast club. Pupils enjoy spending time with their friends at social times. They say that if there is any bullying or unkind behaviour an adult will deal with it quickly.

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

Pupils are pleased to take up leadership responsibilities, including as a school council member or a worship leader. The school’s young leader programme helps pupils to develop confidence and contribute to decisions about the school, for example the charities that they raise funds for. Pupils are passionate about making a positive difference for others in the school and local community. Parents and carers are supportive of the school. Many commented on the great start their children have in the early years and how welcoming the school is.

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Team inspectors:

Janet Lewis, Ofsted Inspector Lisa Buffery, Ofsted Inspector Steph Withington, Ofsted Inspector

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Next steps

Leaders should further develop adult interactions with children in the early years to maximise opportunities to deepen learning in all activities. Leaders should continue to strengthen opportunities for pupils to develop their understanding of cultural diversity, so that they are even better prepared for life in modern Britain. Leaders should continue with their work around attendance so that the attendance of pupils who face barriers to attending well improves, to be consistently high.

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About this inspection

The chair of the board of governors is Margret Tindall.

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About this inspection

Inspectors carried out this inspection under section 8 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 and other school leaders and staff during the inspection. The lead inspector met with members of the governing body, including the chair of governors. The lead inspector also spoke to a representative of the local authority and the diocese.

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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 is registered as having a Church of England religious character. The school is part of the Diocese of Worcester. The most recent section 48 inspection of the school was carried out in November 2025.

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About this inspection

The school does not currently make use of any alternative provision.

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About this inspection

The school provides a breakfast club before school.

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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 30 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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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. 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 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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average

2024/25 (final) 68% 62% 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) 77% 75% Close to average

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average

2023/24 (final) 80% 74% 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) 78% 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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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) 71% 63% Close to average

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average

2023/24 (final) 64% 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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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 64% 59% 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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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.

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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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