St Maria Goretti Catholic Academy

St Maria Goretti Catholic Academy

Address: Aylesbury Road, Bentilee, Stoke-on-Trent, Staffordshire, ST2 0LY Unique reference number (URN): 140298

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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

Across the curriculum, pupils typically achieve well. Pupils who face disadvantages achieve more highly than similar peers nationally. Pupils with special educational needs and/or disabilities achieve well from their individual starting points. The quality of pupils’ work is appropriate across different subjects and reflects the knowledge they acquire over time.

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Achievement Expected standard

Historic published test results for reading, writing and mathematics were below national averages. Leaders have improved the way reading, writing and mathematics are taught from the early years to Year 6. These improvements have had a rapid and positive impact on pupils’ achievement. Many pupils now make rapid progress in reading, writing and mathematics from their individual starting points. Current assessment information and the quality of pupils' work indicate that standards are improving across the school. When pupils leave the school, most are ready for the next stage of their education and learning.

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Attendance and behaviour Expected standard

Leaders analyse and track pupils' absence patterns carefully. Where needed, they work closely with parents and carers to help pupils attend school regularly. Leaders understand the barriers pupils face and take appropriate action to address them. Leaders’ purposeful actions mean attendance rates are now broadly in line with national averages for all groups of pupils.

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Attendance and behaviour Expected standard

From the beginning of nursery, children learn the school's routines and expectations for behaviour. This creates a culture of care and respect throughout the school. Pupils understand why positive behaviour is important and can explain the school's systems clearly. Positive relationships underpin the school's caring and supportive ethos. Staff understand and apply the school's behaviour systems effectively. They use this knowledge to give pupils the support they need to meet the school's high expectations. Staff deal with any incidents of unkindness swiftly and effectively. As a result, pupils learn in a nurturing environment with little disruption.

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Attendance and behaviour Expected standard

Throughout the school, pupils value their learning. Playtimes are an enjoyable part of the school day. Pupils of all ages play together happily. They show consideration for one another and enjoy spending time with their friends.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. Since the previous inspection, leaders have designed and implemented a new curriculum for some subjects. It is suitable and clearly sequenced so that pupils build knowledge over time. Leaders have identified aspects of the curriculum that need further refinement and have appropriate plans in place to ensure changes are implemented effectively.

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Curriculum and teaching Expected standard

Pupils in the early stages of reading take part in daily phonics lessons. Staff teach phonics effectively. Where pupils have not yet mastered key knowledge and skills in reading, spelling, handwriting and/or mathematics, targeted support helps them keep up with their peers.

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Curriculum and teaching Expected standard

Leaders use assessment information to monitor pupils’ progress. However, staff do not apply this approach consistently to revisit learning that pupils have not fully secured. Leaders make sure that staff have the expertise and understanding needed to deliver the full curriculum. This includes professional learning focused on adapting teaching to meet pupils' needs. Teaching across the curriculum is largely effective. Leaders have previously identified areas for improvement in handwriting and mathematics. This work is helping to improve the quality of teaching in these subjects.

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Early years Expected standard

As soon as children join the nursery, staff provide intensive support. This helps children become ready for school life. Children quickly settle into new routines and build positive relationships with adults and their peers. They thrive through the range of opportunities they have to explore the world around them. Staff typically support children well to develop their communication skills. Staff use purposeful interactions to build vocabulary and encourage children to speak with confidence. Children use this language in their play and exploration.

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Early years Expected standard

In Reception, children master phonics and the early stages of mathematics. Staff read with children regularly and promote a love of stories and books. Children rehearse familiar stories and happily join in with the words. Staff work in close partnership with parents and carers. This helps staff identify children with special educational needs and/or disabilities quickly and provide effective support. As a result, children receive the help they need at an early stage.

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Early years Expected standard

An increasing number of children arrive at school without the skills they need to be ready for learning. Leaders take highly effective action to help children gain these skills quickly. Children develop the confidence and independence they need to engage successfully with learning and school routines. Across the early years curriculum, children acquire the important knowledge they need to be ready for Year 1.

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Inclusion Expected standard

Leaders identify pupils’ individual needs quickly, when they join the school and as their needs change. Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), receive effective academic and pastoral support. This ensures that pupils participate fully in school life. Pupils with SEND learn alongside their peers in the classroom and benefit from the wider experiences the school provides. Staff share leaders’ ambition for pupils to succeed. They receive effective training on how to tailor their approaches to meet individual pupils’ needs. Staff adapt activities so that vulnerable pupils typically learn effectively. Leaders use additional funding successfully to make a positive difference to disadvantaged pupils’ achievement. This has been particularly effective in supporting pupils to learn to read.

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Inclusion Expected standard

Productive relationships with families and external agencies help leaders enhance the support pupils receive. Leaders regularly review support strategies and adapt them to meet pupils’ changing needs while helping them develop independence. Leaders work closely with external agencies to ensure that pupils in the care of the local authority receive effective support. The school provides high-quality, bespoke academic and pastoral support. As a result, these pupils have every opportunity to succeed.

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Leadership and governance Expected standard

Leaders have an accurate view of the school. They use their expertise to check carefully the impact of the actions they take. They identify priorities for improvement accurately and take effective action to address them.

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Leadership and governance Expected standard

Leaders are unwavering in the welcome and inclusion they offer all pupils. This commitment to inclusion sits at the heart of their work. It has a positive impact on pupils and their families. Leaders often provide support for families, when local services are harder to access. Their investment in supporting the wellbeing of pupils and families is particularly noteworthy. Families value the care and support that leaders provide during times of need.

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Leadership and governance Expected standard

Trustees, governors, leaders and staff all share the school's vision and values and uphold them. Those responsible for governance fulfil their strategic duties effectively. They provide appropriate challenge and support for leaders. They ensure that resources match the needs of the pupils the school serves. This support extends beyond the school gates. Those responsible for governance have a clear understanding of the school's strengths and the areas that leaders continue to develop.

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Leadership and governance Expected standard

Staff receive professional learning that contributes to continued improvement, including those at an earlier stage of their career. Staff have opportunities to develop their expertise and improve their practice. Staff value leaders and appreciate the support they provide for wellbeing and workload. Leaders and staff are committed to the pupils in this school and work together to secure the best possible outcomes for them.

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Personal development and wellbeing Expected standard

Leaders and staff help pupils become confident and kind citizens, who respect others' differences. They ensure that the personal development programme is embedded across school life and develops pupils' character successfully. This helps pupils grow into thoughtful and responsible individuals. Pastoral support is high quality and multi-layered. Positive relationships between pupils and staff underpin a nurturing culture. Targeted support helps pupils manage issues, such as friendship difficulties. The school's mental health and wellbeing strategy ensures that staff identify pupils' needs early and review support for impact. As a result, pupils are confident in seeking help, when they need it.

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Personal development and wellbeing Expected standard

Pupils celebrate differences. They learn about the importance of fundamental British values and develop an appropriate understanding of them. Pupils talk maturely about differences and similarities between religious celebrations. The personal, social, health and economic education programme helps pupils develop appropriate knowledge of important topics. This includes looking after their mental health and wellbeing, and understanding what makes a healthy relationship. Pupils understand how to stay safe online and in the local community.

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Personal development and wellbeing Expected standard

There are many opportunities for pupils to take on responsibilities, such as school councillor, head boy, head girl and peer mediator. They highly value these roles and enjoy making a positive contribution to the school and local community. For example, several pupil leaders met with a local Member of Parliament to discuss ways to improve road safety in the local area. This has led to improvements locally. Pupils participate wholeheartedly in a range of events. These include extra-curricular clubs, such as art, multi-sports and gymnastics. Many visits and visitors enrich the curriculum, such as a Viking workshop linked to the history curriculum.

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

This is a very inclusive school, where everyone is welcomed with open arms. The school's value of being ‘loved beyond measure’ helps pupils feel well cared for. Typically, pupils attend well. If attendance becomes a concern, the school work effectively with families. Pupils who face barriers to learning and/or wellbeing receive effective support from nurturing staff. Pastoral support is high quality and pupils are confident about seeking help when needed.

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

Pupils are beginning to achieve higher standards in reading, writing and mathematics. Most gaps in pupils’ knowledge and understanding are closing quickly. The youngest children get off to a positive start and settle quickly. Pupils enjoy coming to school and feel safe. They know they can talk to staff about any worries and that staff will help keep them safe.

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

Typically, pupils behave well and show respect for others. They follow the school's rules and routines. Bullying happens occasionally. When it does, staff act quickly to stop it. Social times are a positive part of the school day, where pupils take part in well-organised activities, such as sports and games. Pupils are kind and considerate towards one another.

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

Pupils take part in a wide range of inclusive extra-curricular activities, such as football, netball, acting, music and dance. These activities broaden pupils’ horizons. Everyone has the opportunity to learn a wide range of musical instruments, including the recorder, trumpet and double bass. Pupils regularly play these instruments as part of an orchestra in large- scale external concerts. Visits enrich the curriculum, including trips to a castle, Pottery Museum and local parks. These experiences help develop pupils’ ambition. Year 6 pupils can attend an outdoor education residential, which helps develop their resilience.

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Next steps

Leaders should ensure that staff implement the full curriculum consistently and effectively. Leaders should ensure that staff consistently identify and address gaps in pupils' knowledge and skills so that these are closed as quickly as possible.

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Team inspectors:

Susan Ray, Ofsted Inspector Amanda Green, 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 14 July 2026

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About this inspection

This school is part of St Gabriel the Archangel Catholic Multi-Academy 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), Toni Ellis, and overseen by a board of trustees, chaired by Julia Bridgewater.

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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 updated 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 executive headteacher, head of school and other leaders. They also spoke with representatives of the trust, including the CEO, trust executive leaders, the chair of the trust board, trustees, members of the local governing board and a representative of the arch diocese of Birmingham during the inspection.

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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. The most recent section 48 inspection took place in June 2024.

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About this inspection

The school currently uses no alternative provision.

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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) 58% 61% 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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average

2024/25 (final) 77% 72% Close to average

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average

2023/24 (final) 68% 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) 80% 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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average

2023/24 (final) 48% 46% Close to average

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average

2022/23 (final) 44% 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) 72% 63% Close to average

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national average

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

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national average

2022/23 (final) 56% 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) 67% 59% Close to average

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average

2023/24 (final) 62% 58% Close to average

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average

2022/23 (final) 61% 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) 72% 61% Close to average

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average

2023/24 (final) 48% 59% Close to average

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average

2022/23 (final) 56% 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

2023/24 (3 term) 5.7% 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

2023/24 (3 term) 16.5% 14.6% Close to average

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national average

2022/23 (3 term) 14.6% 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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