Schools & FE · Report card

Good Shepherd Catholic School

Inspected 7 Jul 2026 · published 17 Sept 2026 · URN 142197

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Summary

No overall grade in this frameworkSafeguarding met

Chris Pollitt (lead), Darren Lennon, Gareth Webb

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
7 Jul 2026
Inspectors verified
Chris Pollitt, Darren Lennon, Gareth Webb
Postcode verified
CV6 7FN
Name on report verified
Good Shepherd Catholic School
Safeguarding verified
Met
URN verified
142197

Page 1 of 17

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+67Positivemore positive than 39% of reports of this type

In line with other reports of this type.

Praisepositiveeffectivelyeffectiveambitiousfeel safeflourishwell preparedenjoy

Criticismconcernsnot yetweakerlowernot alwaysgapsnot preciselynot consistently

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1846w+70
Leadership249w+52
Safeguarding51w−11
What needs to improve88w+56

Strengths

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Concerns

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This means that gaps in knowledge or minor misconceptions are not always identified quickly enough before pupils move on to new learning. p.4

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 17
Words of findings: 2,234; longer than usual (typical 1698)
Reading level: Very hard; Flesch 30, typical 43
Average sentence: 16 words
Next steps: 3; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 7%Safeguarding 2%What needs to improve 3%About the inspection 34%

Full report text

Good Shepherd Catholic School

Address: Spring Road, Foleshill, Coventry, West Midlands, CV6 7FN Unique reference number (URN): 142197

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Personal development and wellbeing Strong standard

Personal development and wellbeing are distinctive strengths of the school. Leaders have created a culture in which pupils are encouraged to flourish academically, socially, morally and spiritually. The school's Catholic ethos is evident in daily life and shapes pupils' understanding of responsibility, compassion, forgiveness and service to others. Pupils describe the school as a place where everyone is welcome and where they feel part of one family. Positive relationships help pupils develop confidence and a strong sense of belonging.

p.2

Personal development and wellbeing Strong standard

Pupils benefit from an extensive range of opportunities that broaden their horizons and provide memorable opportunities. These include leadership roles, sports teams, performances, educational visits, residential experiences, charitable activities and opportunities to contribute to the wider community. Leaders work carefully to ensure that pupils from different backgrounds, including those facing barriers to participation, can access these opportunities.

p.2

Personal development and wellbeing Strong standard

Pupils are clear about the difference these experiences make. They describe how residential visits and outdoor learning have helped them develop confidence, resilience, teamwork skills and independence. Older pupils explain how leadership roles enable them to serve as positive role models and make meaningful contributions to school life. Through the school council and 'GIFT' team, pupils help organise fundraising activities, contribute ideas for additional opportunities and support projects beyond their local community.

p.2

Personal development and wellbeing Strong standard

The personal, social, health and economic education curriculum helps pupils develop secure knowledge about relationships, healthy lifestyles, online safety and mental wellbeing. Pupils discuss these topics with maturity and apply their understanding to real-life situations. Programmes such as 'My Happy Mind' help pupils reflect on their emotions, develop resilience and prepare confidently for the move to secondary school.

p.2

Personal development and wellbeing Strong standard

Pupils also develop a strong understanding of equality, respect and the fundamental British values. They confidently relate concepts such as democracy, tolerance and individual liberty to their experiences in school. Many pupils demonstrate considerable pride in their school and a commitment to helping others. They are well prepared for the next stage of their education and for life beyond school.

p.2

Achievement Expected standard

Pupils achieve well from their starting points. Leaders have taken effective action to improve outcomes in areas that were previously weaker, particularly in reading and phonics.

p.2

Achievement Expected standard

Leaders understand the school's context well. They recognise the impact that high levels of disadvantage, special educational needs and/or disabilities and attendance challenges can have on pupils' achievement. Leaders track vulnerable pupils carefully and provide additional support where needed. Many pupils, including those facing significant barriers, make appropriate progress through the curriculum and access learning successfully.

p.2

Achievement Expected standard

Published outcomes have been lower for disadvantaged pupils than the national average in some recent years. Leaders have analysed the reasons for this closely and implemented strategies to improve achievement. Disadvantaged pupils have access to the curriculum, targeted support and wider opportunities that help them develop their knowledge and skills. Pupils whose attendance has been lower are supported effectively to re-engage with learning, and many make positive progress from their starting points.

p.3

Achievement Expected standard

Pupils are developing secure foundations in reading, mathematics and the wider curriculum. They increasingly apply their knowledge confidently and are well prepared for the next stage of their education.

p.3

Attendance and behaviour Expected standard

Leaders make attendance a high priority. They understand the barriers that prevent some pupils from attending regularly and respond with a combination of support, challenge and effective partnership working. Attendance is improving because leaders quickly identify concerns and work closely with pupils and their families to improve attendance. The school serves a community where some families face significant challenges. Leaders know these families well and take personalised action to improve attendance. For some pupils, leaders provide practical support and carefully tailored interventions that strengthen pupils' connection to school and help remove barriers to regular attendance. Leaders monitor attendance carefully and evaluate the impact of their actions on individual pupils. A small group of pupils continues to experience significant attendance difficulties. Leaders have accurate plans in place to support these pupils and remain focused on securing further

p.3

Attendance and behaviour Expected standard

Pupils consistently conduct themselves maturely and respectfully in lessons and around the school. Relationships between pupils and staff are caring and supportive. The school's values of forgiveness and renewal underpin leaders' restorative approach to behaviour. Pupils enjoy learning and demonstrate positive attitudes towards their education. They listen carefully, cooperate with one another and engage positively with learning. Pupils describe bullying as rare and trust adults to deal with concerns quickly and effectively. The school is a calm and orderly environment where pupils feel safe, valued and ready to learn.

p.3

Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum that reflects the needs of pupils and the school's local context. Learning is carefully sequenced so that pupils build knowledge and skills over time. Improvements made since the previous inspection have strengthened consistency across subjects and provided staff with clear approaches to teaching and learning.

p.3

Curriculum and teaching Expected standard

Reading is a particular priority. Leaders have invested significantly in improving phonics and reading provision. Staff receive regular training and coaching, and pupils benefit from a structured approach to learning to read. Leaders have also fostered a positive culture of reading through bedtime story events, regular engagement with families and rewards that encourage pupils to read widely. Pupils speak enthusiastically about reading and enjoy selecting books from the school's book vending machine.

p.3

Curriculum and teaching Expected standard

Across the curriculum, pupils are encouraged to make links between new learning and what they already know. Teachers generally help pupils to recall prior learning and develop secure foundations for future study. Pupils are typically able to explain how current learning connects with previous topics and experiences.

p.4

Curriculum and teaching Expected standard

Teachers present learning clearly and establish positive classroom environments that support pupils' engagement. Relationships between adults and pupils are warm and respectful, contributing to purposeful learning and positive attitudes in lessons.

p.4

Curriculum and teaching Expected standard

Teachers typically use assessment effectively to identify and address pupils' misconceptions. Leaders have correctly identified that this practice is not yet fully consistent across all classes. Occasionally, teachers do not check pupils' understanding precisely enough during lessons. This means that gaps in knowledge or minor misconceptions are not always identified quickly enough before pupils move on to new learning.

p.4

Early years Expected standard

Children get off to a positive start in the early years. Leaders have established an environment where children are cared for well and encouraged to become confident, curious learners. Relationships between adults and children are warm and nurturing, helping children feel safe, secure and ready to learn.

p.4

Early years Expected standard

Communication and language are at the heart of the curriculum. Staff use skilled interactions to extend children's thinking and develop vocabulary. Approaches such as drawing club and carefully chosen texts help children encounter and use ambitious language. This is particularly effective in supporting the large number of children who speak English as an additional language.

p.4

Early years Expected standard

Children engage purposefully with activities and increasingly develop independence. Rich experiences, including outdoor learning in the school's woodland and indoor and outdoor provision, encourage children to explore, investigate and sustain their attention. Adults know children well and adapt provision appropriately to meet individual needs.

p.4

Early years Expected standard

Early reading is prioritised from the start. Children benefit from a structured approach that helps them develop confidence and fluency. Staff model language effectively and ensure that children develop the foundations needed for future reading success.

p.4

Early years Expected standard

Leaders have successfully strengthened early years provision following previous staffing and leadership changes. Provision is now more consistent and provides children with the foundations they need for future learning. Children are increasingly well prepared for Year 1 because they develop the knowledge, skills and confidence needed for the next stage of their education.

p.4

Inclusion Expected standard

Leaders have created an inclusive school where pupils are well known and supported in overcoming barriers to learning and participation. The school's Catholic mission underpins a culture in which every pupil is valued and belonging is at the heart of decision-making. Pupils describe the school as a place where everyone is welcome and where differences are respected.

p.5

Inclusion Expected standard

Leaders accurately identify pupils' needs and provide tailored support for disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND), pupils known to social care and those facing wider challenges. Staff understand pupils' individual circumstances well and work closely with families and external agencies to secure appropriate support. As a result, vulnerable pupils can successfully access the curriculum, wider opportunities and pastoral support.

p.5

Inclusion Expected standard

Pupils with SEND typically learn alongside their peers and participate fully in the life of the school. Leaders take thoughtful action to reduce barriers to attendance, learning and participation. Universal approaches, such as visual resources, sensory support and communication aids, help pupils access learning while promoting independence. Leaders maintain close oversight of pupils attending alternative provision to ensure that they continue to access learning and wider opportunities.

p.5

Inclusion Expected standard

Leaders have developed effective systems for monitoring pupils' welfare, attendance and engagement. They respond quickly when concerns arise and adapt support when pupils' needs change. Families value the help they receive and benefit from strong relationships with school staff.

p.5

Inclusion Expected standard

Leaders recognise that disadvantaged pupils are a key priority. While support is well targeted, evaluation of pupil premium spending is not yet consistently precise enough to identify which strategies are having the greatest impact on pupils' achievement, attendance and wider experiences.

p.5

Leadership and governance Expected standard

Leaders have an accurate understanding of the school's strengths and areas requiring further improvement. They are ambitious for pupils and have prioritised actions that address the needs of the school's community, particularly pupils who are disadvantaged, have special educational needs and/or disabilities or face other barriers to success. Improvements in reading, phonics, inclusion and attendance reflect this commitment to improving pupils' experiences and outcomes. Leaders know pupils and families well and work persistently to remove barriers that may prevent pupils from succeeding. They advocate strongly for pupils when additional support is needed and work closely with external agencies to secure appropriate provision.

p.5

Leadership and governance Expected standard

Governors know the school well. They have a clear understanding of the school's strengths and priorities and provide appropriate support and challenge. Governors and trustees hold leaders to account for the effectiveness of improvement work, including actions to improve attendance and outcomes for vulnerable pupils. They fulfil their statutory responsibilities effectively, including those relating to safeguarding. Professional development, coaching and collaborative working help staff develop expertise and sustain improvement. Staff value the support available to them, and leaders carefully consider workload and wellbeing. External partners, including the local authority and diocese, confirm leaders' commitment to meeting pupils' needs.

p.5

Leadership and governance Expected standard

Leaders have identified the right priorities for further improvement. Their evaluation of pupil premium funding does not yet identify precisely enough which approaches have the greatest impact. Leaders are also continuing to strengthen assessment practice and their understanding of the achievement of disadvantaged pupils and pupils with lower attendance.

p.6