St Vincent's Voluntary Catholic Academy

St Vincent's Voluntary Catholic Academy

Address: Queens Road, Hull, HU5 2QR Unique reference number (URN): 140848

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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

Pupils, including those who are disadvantaged, generally achieve well at the school from their starting points. This is reflected in the positive work that pupils produce across the curriculum.

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Achievement Expected standard

A high number of pupils at the school have special educational needs and/or disabilities (SEND). A high number of pupils have English as an additional language (EAL), and a significant number of pupils start the school after Year 1. Due to these barriers pupils arrive at the school with very different starting points. As a result, pupil’s achievement is not always reflected in published outcomes. However, published outcomes last year show that at the end of key stage 2 many pupils, including disadvantaged pupils, achieve expected levels in writing and maths. Pupils are generally well prepared for their next steps.

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Achievement Expected standard

In the early years children make good progress from typically low starting points, which include low levels of language. Progress across the early learning goals shows that children are typically well prepared for Year 1.

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Attendance and behaviour Expected standard

Working in collaboration with outside agencies such as the attendance hub leaders have devised an effective attendance strategy. Leaders analyse attendance data and quickly identify trends and patterns for individuals or groups of pupils. Leaders offer bespoke support to pupils and their families when necessary. This strategy is consistently and robustly applied. As a result, overall attendance is improving and is in line with national averages. The number of pupils who are persistently absent, including disadvantaged pupils, is declining. The overall attendance of disadvantaged pupils is not improving in line with overall attendance. Leaders are aware of this and providing tailored support for this group of pupils.

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Attendance and behaviour Expected standard

Pupils behave well across the school. They know the school expectations of ready, safe and respectful. Pupils demonstrate these values on a daily basis. They are kind and respectful to each other. At play times pupils self-regulate well and supervise their own games of activities such as basketball. Expectations in the classroom are clear and are understood by pupils. As a result, low level disruption is rare, and classrooms are calm and purposeful learning environments. Many pupils enjoy learning. Bullying and harassment are rare. If they do happen leaders deal with it effectively.

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Curriculum and teaching Expected standard

Leaders have devised a well-planned and appropriate curriculum that is bespoke to the context of the school. The curriculum is vocabulary and language rich. This helps to support the most vulnerable pupils who may struggle with their communication and interaction. Leaders place a sharp focus on ensuring that pupils acquire the foundational skills in reading, writing and mathematics that they need. Leaders have an accurate understanding of the curriculum. They have identified the correct areas for improvement. Recent adaptations to the reading and writing curriculum are beginning to have a positive impact on pupils’ achievement in these areas.

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Curriculum and teaching Expected standard

Leaders have introduced an evidence informed teaching structure called ‘highly intentional teaching.’ Typically, this teaching structure is used effectively by teachers. Teachers usually select appropriate activities to deliver the curriculum. Teachers display good subject knowledge. Teachers regularly check learning and address misconceptions. As a result of the increasing consistency in the application of this teaching structure, pupils are making increasingly positive progress across all areas of the curriculum.

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Curriculum and teaching Expected standard

Teachers effectively adapt the curriculum so that pupils with special educational needs and/or disabilities (SEND) can access the learning. Adaptations such as visual timetables, regulations stations and scaffolded work help pupils with SEND to progress through the curriculum.

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Early years Expected standard

Leaders prioritise the early years to ensure that children in Nursery and Reception get off to a positive start at school. Many children start school with additional needs, such as English as an additional language or special educational needs and/or disabilities. Leaders quickly identify these children and offer effective support so that they can access the early years curriculum.

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Early years Expected standard

The early years curriculum is well considered and well sequenced to ensure a smooth transition between Nursery and Reception and on to Year 1. The curriculum prioritises the foundational skills in reading writing and mathematics that children will need further up the school. The curriculum is well taught. Interactions between adults and children are carefully considered to ensure that learning is extended at every opportunity.

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Early years Expected standard

Children develop positive relationships with adults. Children are kind and respectful to each other. Routines are embedded and followed consistently by staff and children. Statutory care requirements are met. As a result, children feel safe and cared for.

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Early years Expected standard

From typically low starting points children make good progress through the early years curriculum. Leaders forensically track this progress to ensure that any gaps in knowledge and skills are addressed. As a result, children are well prepared for Year 1.

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Inclusion Expected standard

Leaders quickly and effectively identify any pupils with special educational needs and/or disabilities (SEND). A high percentage of pupils in the school have English as an additional language (EAL) and a significant number of pupils start the school after Year 1. Whenever a new pupil starts the school leaders, accurately identify pupils start points, including their proficiency in English. The school offers effective support to help pupils with EAL to improve their foundational skills in English and to catch up with their peers.

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Inclusion Expected standard

Most pupils with SEND access the full curriculum offer. Teachers receive effective training to support these pupils. Typically, this support is applied well to ensure that barriers to learning and to wellbeing are reduced. For a small number of pupils with SEND the support in lessons does not closely match the support identified by leaders in pupil support plans.

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Inclusion Expected standard

Pupils who may need a more bespoke curriculum access the ‘Hub’. In conjunction with support from outside agencies leaders carefully adapt the curriculum to ensure that pupils who access the hub make good progress from their start points.

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Inclusion Expected standard

The pupil premium funding is used effectively by leaders. Pupils known to social care are well known to staff and well supported by the school.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, understand the school's context, its strengths and areas for improvement. A significant number of pupils start school after Year 1 and many of these pupils have English as an additional language. In response to this context, leaders have devised a robust system to clearly identify pupils' starting points. Leaders ensure that staff support pupils to fill any gaps in their foundational English skills and knowledge. As a result, many of these pupils thrive at the school.

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Leadership and governance Expected standard

All leaders make decisions in the best interests of pupils. School leaders work closely with the trust to identify the correct areas for improvement. For example, in collaboration with the trust the school has adapted the curriculum for both writing and reading. The positive impact of these adaptations can be seen in the quality of pupil's work.

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Leadership and governance Expected standard

Leaders are mindful of staff workload and wellbeing. Staff appreciate strategies, such as changes to the marking policy, that have reduced workload. Staff state that leaders are approachable and have an 'open-door policy.' Staff are proud to work at the school. Leaders engage positively with parents. Many parents are extremely positive about the standard of care, support and education that the school offers.

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Leadership and governance Expected standard

Leaders have developed a carefully considered programme of professional development that is carefully linked to school development priorities. For example, staff receive training to support them implement the 'highly intentional teaching model.'

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Personal development and wellbeing Expected standard

Leaders have developed an appropriate, coherent and responsive programme of personal development (PD). When necessary, the delivery of the PD offer is adapted so that pupils with special educational needs and/or disabilities can access it. Pupils access the PD offer through taught lessons, assemblies, trips and visits, and through the enrichment offer. Through the taught curriculum pupils develop their knowledge of topics such as healthy lifestyles, online safety and age appropriate relationships education.

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Personal development and wellbeing Expected standard

The school serves an extremely diverse community, pupils at the school speak 29 different languages. Leaders know that it is important for pupils develop their knowledge of British values, such as tolerance and respect. Pupils understand why these values are important within their school context. Pupils display a detailed knowledge of a range of faiths and beliefs This understanding helps create a culture where everyone is welcome and treated equally. One pupil captured this culture perfectly when they said, ‘we are all one big family.’ Pupils take on a range of leadership roles with the school. The Year 6 bullying ambassadors offer wellbeing support to younger pupils during social times. The Year 1 reading ambassadors support their peers during paired reading sessions. The Mini Vinnie's have a positive impact with the local community through activities such as visits to local care homes. These roles help pupils to develop characteristics such as confidence and patience.

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Personal development and wellbeing Expected standard

Pupils have access to a range of meaningful experiences through the enrichment offer. Visits to museums and to the theatre help extend pupils knowledge of the curriculum and the wider world. Pupils can develop their talents and interests at enrichment clubs such as sports, drama and dance.

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Personal development and wellbeing Expected standard

Leaders offer effective pastoral support to pupils when needed. Pupils can access mental health support, trauma support and work with the school therapy dog.

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

This is a friendly, warm and welcoming school. Many parents and staff comment on its positive inclusive nature. The school serves a diverse community. Many pupils have English as an additional language (EAL) and a high percentage of pupils have special educational needs and/or disabilities (SEND). To promote the inclusive culture at the school, pupils learn about values such as tolerance and respect. Pupils develop a detailed understanding of different faiths and beliefs. As a result, everyone is welcome here. Pupils describe the school as one big family.

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

Pupils access a curriculum that is vocabulary and language rich. There is a sharp focus on ensuring that pupils acquire the foundational skills in reading, writing and mathematics that they will need in the future. Pupils, including those with SEND, EAL and those who are disadvantaged, generally achieve well. Pupils and children in the early years are typically well prepared for their next steps. Due to the range of different starting points that pupils enter the school with, this achievement is not always reflected in published outcomes at the end of keys stage 2.

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

Pupils' behaviour is positive across all areas of the school. Most pupils enjoy learning. Bullying is rare. When it does happen, leaders deal with it effectively. Pupils develop caring relationships with staff. They know that staff will respond to any concerns. As a result, pupils feel safe at school. Pupils' attendance is increasing and the number of pupils who are persistently absent is decreasing.

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

Pupils enjoy extending their talents and interests by attending extra school clubs in sports and the arts. A particular highlight of the enrichment programme is when Year 5 pupils perform a Shakespeare play to parents at a local theatre.

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Next steps

Leaders should continue their work to embed the new reading and writing curriculums, and the highly intentional teaching model, to ensure that more pupils achieve combined

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Team inspectors:

Bev Blanchfield, Ofsted Inspector Chris Tolson, 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. reading, writing and mathematics at expected levels at the end of key stage 2. Leaders should continue their work to improve attendance with a particular focus on disadvantaged pupils. Leaders should continue to develop existing systems to ensure that they rigorously monitor the progress of pupils with special educational needs and/or disabilities (SEND) and consistently ensure any barriers to success are swiftly and effectively addressed in line with the support identified in SEND support plans.

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About this inspection

This school is part of St Cuthbert's Roman Catholic 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), Rachel McEvoy, and overseen by a board of trustees, chaired by David Laws.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders from the school and trust, including the CEO of the trust. The lead inspector spoke with the chair of the trust and the chair of the local governing body.

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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 does not use any providers of alternative provision.

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About this inspection

Headteacher : Philippa Donnelly 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.

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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) 63% 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

2023/24 (final) 73% 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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average

2024/25 (final) 67% 72% Close to average

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average

2023/24 (final) 73% 72% Close to average

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average

2022/23 (final) 68% 71% 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) 70% 74% Close to average

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average

2023/24 (final) 70% 73% Close to average

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average

2022/23 (final) 71% 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) 33% 46% Close to average

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average

2022/23 (final) 33% 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) 56% 63% 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) 56% 59% 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) 67% 61% 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) 5.7% 5.2% Close to average

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national average

2022/23 (3 term) 5.9% 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

2022/23 (3 term) 18.4% 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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