St Anne's Catholic Primary School

St Anne's Catholic Primary School

Address: Chace Avenue, Willenhall, Coventry, West Midlands, CV3 3AD Unique reference number (URN): 103719

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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 Expected standard

Most pupils achieve close to national averages at the end of Year 6 in reading and mathematics tests. This includes disadvantaged pupils, who generally achieve in line with disadvantaged pupils nationally in reading and mathematics. Leaders have sharpened their writing curriculum to improve writing in response to a slight decline in outcomes in 2025. This has had a positive impact on the quality of writing pupils are now producing.

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Achievement Expected standard

In 2025, pupils in Year 1 performed less well than the national average in the phonics screening test. Leaders’ actions have ensured that phonics teaching is now effective to address this.

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Achievement Expected standard

Across the school, pupils typically progress well through the curriculum. This includes pupils who are disadvantaged or have special educational needs and/or disabilities. They generally secure the key knowledge they need. The quality of pupils' work is often of a good standard, with minor inconsistencies in handwriting and presentation. Most children are ready for their next stage of education.

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Attendance and behaviour Expected standard

Leaders have high expectations of attendance and behaviour. They track pupils’ attendance carefully, identifying individual pupil concerns when they arise. Leaders work closely with parents and carers to understand the barriers to regular attendance. They provide tailored support that matches each family’s needs. For example, leaders adjust the beginning of the day and provide pastoral support for pupils who need it. For many, this has a positive impact. As a result, attendance for all groups of pupils is close to the national average and improving. In addition, pupils who are persistently or severely absent are also attending more frequently.

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Attendance and behaviour Expected standard

Pupils' behaviour is typically well managed. Leaders have recently changed their approach to managing behaviour, and this has led to a reduction in significant incidents. Effective support, for example, play therapy, helps those who find making positive choices a struggle. Leaders make adaptations to ensure all pupils know what is expected of them. Rules and sanctions are typically applied consistently well. Leaders monitor some behaviour patterns but know that this analysis needs to develop further. This will deepen leaders' understanding of trends and inform future actions. Pupils conduct themselves positively across the school, with playtimes and lunchtimes a particular strength. They are kind and polite to each other and staff. They treat everyone with respect and courtesy.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is ambitious, coherent and well sequenced. This helps to build pupils’ knowledge and skills over time. Leaders have a detailed understanding of the quality of the curriculum. They identify priorities with precision. They take purposeful action to address them, for example, placing a recent emphasis on pupils' mathematical reasoning. As a result, pupils now approach reasoning problems confidently and complete tasks successfully. Leaders ensure that securing strong foundations is a priority and key learning is well taught. For example, a robust programme of phonics teaching ensures that pupils learn to read well. This means they secure the knowledge and skills they need to be successful. When pupils fall behind, interventions and catch-up programmes ensure gaps are quickly closed.

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Curriculum and teaching Expected standard

Teachers generally have the secure subject knowledge they need to teach the curriculum. They sequence their lessons well to build on previous learning and use questioning effectively. Teachers make helpful adaptations for pupils with special educational needs and/or disabilities. This means that they can experience the same success as their friends. However, in some lessons, teachers do not consistently use assessment well to check pupils’ understanding and address errors they make. This means mistakes can become embedded over time.

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Early years Expected standard

Children make a positive start in the early years. Well-established routines help children to settle quickly in the mornings. The early years environment is inviting and calm. Leaders ensure that the curriculum prepares children for learning in key stage 1.

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Early years Expected standard

Through continuous provision, teachers provide activities that enable children to consolidate their learning. There is a focus on fine motor skills to support strong foundations for writing. For example, children in nursery push play dough through potato ricers to develop grip strength. Teachers link learning to key texts. This provides a hook to engage children and supports their language development. Staff adapt the curriculum to meet children's different needs. This means everyone can take part and make progress.

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Early years Expected standard

Staff know their children well. They prompt children to develop their language and communication skills during activities. They ask pertinent questions and model key vocabulary. Typically, these interactions support children’s learning, but they are not always consistent. Positive relationships with families support children’s confidence. These also make sure that children are emotionally ready to learn. Effective pastoral support helps children who need it. Overall, children achieve well and are ready for Year 1 by the end of the Reception Year.

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Inclusion Expected standard

Leaders have clear and effective processes to ensure any needs pupils have are quickly identified. They strive for all pupils to be fully included in school life. Staff are well trained to support pupils to access the full curriculum. Leaders make sure that staff make suitable adaptations to their teaching, for example, through modelling and targeted questioning. They ensure that teachers make appropriate adjustments to the curriculum when needed. Leaders work effectively with external agencies, parents and carers to ensure that pupils get the support they need. This support mostly reduces barriers to learning well. As a result, pupils with special educational needs and/or disabilities (SEND) learn well alongside their peers.

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Inclusion Expected standard

Leaders track pupils’ progress and set achievable targets. The school’s targeted pupil premium strategy has a positive impact on disadvantaged pupils. Leaders identify what disadvantaged pupils and those with SEND need to ensure they play an active role in school life. These pupils access trips and take on leadership roles. They attend school more regularly than they have in the past. The actions taken help disadvantaged pupils and those with SEND to succeed across different areas of school life.

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Leadership and governance Expected standard

Leaders have fostered a sense of community and a shared ethos in school. They value each member of the community and have high aspirations for their pupils. Leaders know their school well. They have accurately evaluated the school’s strengths and where they need to make improvements. For example, work to develop oracy has had a positive impact on pupils’ discussions in lessons. They actively engage external professionals and specialists to support their improvements. This work supports pupils and staff alike. Leaders typically check the impact of their work well. They know that developing their analysis of a range of data will further strengthen their provision.

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Leadership and governance Expected standard

Leaders ensure that all staff, including those at the earliest stages of their careers, access high-quality professional learning. This training ensures that staff have the skills they need to deliver the curriculum and support pupils. Leaders are mindful of staff workload, and staff appreciate this. Typically, parents and carers are very positive about the school and the support their children receive.

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Leadership and governance Expected standard

Governors are advocates of the school and are proud to belong to it. They understand their roles and statutory responsibilities well. Governors know the school’s strengths and areas for improvement. They provide effective support and challenge to leaders. Collectively, leaders and those responsible for governance make decisions that are in the best interests of pupils. This includes pupils who are disadvantaged and those with special educational needs and/or disabilities.

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Personal development and wellbeing Expected standard

Leaders have implemented a coherent and well-planned approach to developing pupils’ personal development. It considers the context and needs of the pupils and the community. Leaders have appropriately adapted this offer to ensure all pupils can access it effectively.

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Personal development and wellbeing Expected standard

The personal, social, health and economic education curriculum is effective. It ensures pupils gain an age-appropriate understanding of key topics. For example, pupils talk confidently about how to stay safe online and water and road safety. They also understand the importance of healthy relationships and respecting and celebrating differences. Pupils know about, and show respect for, different faiths and cultures. They celebrate how difference makes people unique.

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Personal development and wellbeing Expected standard

Leaders have ensured that the school provides pupils with meaningful opportunities to broaden their experiences, develop their talents and understand the world around them. For example, visits by a polar explorer and scientists broaden pupils’ understanding of potential career options. They enjoy a wide range of clubs and trips. These include art, choir and Gaelic football and trips to places of worship and residentials. Sometimes, these opportunities do not successfully support learning as well as they could. For example, a trip to the Houses of Parliament did not effectively secure pupils’ understanding of democracy outside of the school context. While pupils show an understanding of fundamental British values in their daily interactions, they are less able to articulate them.

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Personal development and wellbeing Expected standard

Pupils are proud to hold leadership roles in school. These include eco councillors and house captains. Leaders ensure that all pupils have the opportunity to hold these roles. They help pupils to develop their confidence and self-esteem.

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Personal development and wellbeing Expected standard

Pupil wellbeing is carefully considered. A well-trained inclusion team supports pupils’ pastoral needs. Additionally, targeted outdoor learning sessions further support pupils’ social and emotional development. Transition for Year 6 pupils is carefully planned. This includes safety talks by local police and visits to and from their new schools. By the time pupils leave Year 6, they are well prepared for secondary school and life in modern Britain.

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

Pupils arrive happily each morning. Staff greet them warmly. They enjoy coming to school. Pupils know that staff treat them as individuals, listen to them and support their wellbeing. The relationships between staff and pupils are a strength of the school. Pupils and staff alike live by the school ethos of being ‘ready, respectful and safe’. They champion each other and value each other’s differences. Recent work to become a ‘School of Sanctuary’ has had a significant impact on pupils. It has helped them to learn about their place in the world and understand life in modern Britain.

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

Pupils typically behave well in lessons and around school. They listen well and talk confidently with their peers about their learning. Pupils treat each other with respect and kindness. They say bullying is rare, but staff deal with it if it does. Staff give pupils a range of opportunities to develop their leadership skills. For example, play leaders effectively support pupils during outdoor play. The outdoor offer is a standout feature of the school. Through a wide range of play activities, pupils can develop problem-solving and social skills. During lunchtimes, all ages of pupils play harmoniously together to climb trees, play with sand and water, or dress up.

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

Pupils typically attend school well. They have positive attitudes and enjoy their learning. Pupils appreciate the wide range of enrichment activities available to them. These include visits to the Houses of Parliament, the pantomime, sporting experiences and career talks. They are proud to belong to St Anne’s Catholic Primary School.

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

Typically, pupils secure the skills they need to be ready for their next stage of education. Pupils broadly achieve in line with national expectations for reading and mathematics. This includes pupils who are disadvantaged. Staff provide effective support that helps to reduce pupils’ barriers to learning. As a result, pupils with special educational needs and/or disabilities typically make effective progress from their starting points.

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Team inspectors:

Nadeem Bhatti, Ofsted Inspector Elaine Williams, 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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Next steps

Leaders should ensure that teachers identify and address misconceptions, ensuring that errors are corrected promptly so that all pupils secure the knowledge needed to progress confidently through the curriculum. Leaders should ensure that whole-school analysis of attendance and behaviour trends systematically identifies patterns and that these patterns are used to inform strategic decision-making and further refine provision.

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About this inspection

The chair of the board of governors in this school is Kate Connelly.

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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

During the inspection, inspectors spoke with the headteacher, other school leaders and pupils. They also met with representatives from the governing body, local authority and diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

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

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Rachael Batson The inspector(s) used this data during the full inspection on 23 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.

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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

2023/24 (final) 54% 61% 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) 72% 75% Close to average

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average

2023/24 (final) 73% 74% Close to average

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average

2022/23 (final) 67% 73% 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

2023/24 (final) 65% 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) 69% 74% Close to average

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average

2022/23 (final) 67% 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

2023/24 (final) 53% 46% Close to average

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average

2022/23 (final) 47% 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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national average

2024/25 (final) 64% 63% Close to average

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national average

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 55% 59% Close to average

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average

2022/23 (final) 47% 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) 55% 61% Close to average

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average

2023/24 (final) 53% 59% Close to average

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average

2022/23 (final) 67% 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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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) 5.6% 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) 12.0% 13.0% Close to average

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national average

2023/24 (3 term) 17.7% 14.6% Close to average

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national average

2022/23 (3 term) 18.1% 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

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

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