St Thomas More Catholic Primary School

St Thomas More Catholic Primary School

Address: Lewis Road, Cheltenham, Gloucestershire, GL51 0HZ Unique reference number (URN): 150344

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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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Attendance and behaviour Expected standard

Leaders have successfully raised pupils’ attendance. Pupils’ overall absence has recently moved in line with the national average. Disadvantaged pupils’ attendance matches that of their peers nationally. Leaders have brought about these improvements through a tenacious and analytical approach. They track pupils’ attendance closely and are quick to act if a pupil’s absence is rising. Staff build constructive partnerships with families. They draw on these relationships to support pupils with additional needs to improve their attendance. For example, most pupils with special educational needs and/or disabilities (SEND) now attend well.

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Attendance and behaviour Expected standard

Leaders have raised their expectations of pupils’ conduct. Pupils are clear how they should behave, such as being respectful of others. They follow routines willingly and get on well during social times. In lessons, learning is rarely disrupted by poor behaviour. Pupils have positive attitudes to learning and generally collaborate well. Bullying is rare. Leaders and staff uphold high standards for the way that pupils treat each other. As a result, any form of unkindness is dealt with quickly and effectively. Leaders ensure that there are suitable adjustments and adaptations for pupils with SEND.

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Early years Expected standard

Leaders have prioritised the development of the early years provision. They have designed a well-considered curriculum which prepares children for their next steps. There are routine checks on children’s progress. This enables staff to make adaptations to teaching and wider provision. As a result, children typically achieve well and gaps in their knowledge and skills close quickly.

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Early years Expected standard

Staff have appropriate training to care for children of different ages. For example, they have paediatric first aid qualifications. Leaders ensure that there are suitable arrangements for safe sleeping. Children typically develop their language well. This is the result of the way that staff talk with them and plan the learning environment.

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Early years Expected standard

Children start learning to read in Reception Year. Through regular practice, they learn the sounds they need to read accurately. Any child who needs extra help receives it quickly. Children gain the foundations in number that they need to learn mathematics later. They develop the physical skills needed to hold a pen correctly. This prepares them well for learning to write.

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Early years Expected standard

Leaders quickly identify children with additional needs. Staff receive useful information about how to support these children, such as those with identified, or emerging, special educational needs and/or disabilities.

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Inclusion Expected standard

The school has high expectations for pupils who face barriers to their learning or wellbeing. Leaders identify pupils’ needs effectively. For example, they swiftly assess the language skills of younger children. Staff make suitable adaptations early on. As a result, pupils new to learning English, or who find communication more difficult, receive the support that they need.

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Inclusion Expected standard

Leaders quickly establish if pupils have a special educational need and/or disabilities (SEND). By working closely with parents, staff get to know these children well. Leaders provide staff with effective training about pupils with SEND. This ensures that teaching is adapted to meet pupils’ needs.

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Inclusion Expected standard

Leaders use pupil premium funding well. They carefully plan spending and check its impact. For instance, leaders have raised the attendance of disadvantaged pupils. This is now consistently in line with other disadvantaged pupils nationally. Leaders ensure that disadvantaged pupils participate fully in the extracurricular programme.

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Inclusion Expected standard

Pupils known (or previously known) to social care receive sensitive support. Leaders work effectively with wider agencies to identify pupils’ emerging or changing needs. Like others, these pupils feel a sense of belonging to the school. This reflects the care and commitment of staff to all pupils.

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Leadership and governance Expected standard

Leaders have a precise understanding of the school’s strengths and areas for development. They quickly make improvements where they are needed. For example, leaders have raised pupils’ attendance and ensured that younger pupils gain the foundations that they need. In some areas, leaders have further work to do. They have started improving the consistency of teaching through effective professional learning. Older pupils’ achievement is beginning to rise. This work demonstrates leaders’ appropriate focus and impact where standards are below the expected.

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Leadership and governance Expected standard

Local governors and trustees share leaders’ ambitions for the school. Leaders provide them with accurate information. As a result, they gain the insights they need into the school’s effectiveness. Local governors and trustees hold leaders to account for improvements. Their strategic oversight helps to ensure that leaders are continuously supported and challenged to strengthen the school. Trustees assure themselves that the school fulfils its statutory duties, such as how it safeguards children. Local governors play an effective role in managing resources like pupil and sports premium funding.

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Leadership and governance Expected standard

Leaders collaborate well with other schools and organisations, such as to improve the quality of the curriculum. Staff value the opportunities provided by leaders to develop their teaching expertise. Trustees, local governors and leaders are mindful of staff workload and wellbeing.

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Leadership and governance Expected standard

Leaders build warm and purposeful relationships with parents. These partnerships make a positive contribution to pupils’ sense of belonging. Parents recognise that leaders work in pupils’ best interests.

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Personal development and wellbeing Expected standard

Leaders provide a wide range of experiences through the curriculum and wider programme. Staff choose trips and visitors carefully to support pupils’ learning. For example, pupils visit a local literature festival to foster their enjoyment of reading. A dental nurse visits the school to help teach children about healthy teeth. Leaders plan experiences carefully to build pupils’ resilience. A night camping at school, for instance, helps prepare pupils for a longer residential visit the following year.

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Personal development and wellbeing Expected standard

Through the personal and social education curriculum, pupils learn about healthy relationships. Consequently, they understand the importance of being clear with others about personal boundaries. This includes when they are online. Staff help pupils learn how to identify and talk about their feelings. This provides pupils with a foundation to care for their own wellbeing. Pupils with special educational needs and/or disabilities, or other needs, receive appropriate additional pastoral care and support when needed.

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Personal development and wellbeing Expected standard

Pupils develop their understanding of fundamental British values. The pupil parliament helps them learn about democracy and representation. Staff teach pupils about different religions, while cultural events promote their understanding of others. Pupils visit a care home and find ways to care for the local environment. A programme of ‘random acts of kindness’ helps pupils to understand the difference they can make to others.

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Personal development and wellbeing Expected standard

Leaders provide clubs and activities to develop pupils’ talents and interests. These include sport, arts, first aid and coding. Staff track pupils’ participation in these opportunities. This helps leaders to adjust the school’s offer, so that as many pupils as possible get involved.

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Personal development and wellbeing Expected standard

While pupils benefit from these personal development opportunities, they sometimes do not know how to discuss ideas and reflect on their experiences. Leaders recognise the need to develop further pupils’ confidence and independence.

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Achievement Needs attention

There are limited published outcomes for the school since it converted to an academy. Recent achievement at the end of key stage 2 was significantly below the national average, including for disadvantaged pupils. Some older pupils have gaps in their knowledge and skills. Leaders are taking action to raise achievement at key stage 2, but it is too soon to determine the full impact of this work.

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Achievement Needs attention

Younger pupils’ achievement in the phonics screening and multiplication table checks is in line with, or above, national averages. This reflects the quality of teaching that these pupils receive. For example, they learn to read fluently and with increasing confidence, and secure the necessary basic skills in handwriting. As a result, younger pupils gain the foundations they need for learning across the curriculum. Pupils with special educational needs and/or disabilities, of all ages, make progress and build their independence over time.

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Curriculum and teaching Needs attention

Teaching has started to close gaps in older pupils’ knowledge and skills. However, this work is in its infancy. Younger pupils receive effective teaching to secure their basic skills. For example, leaders have implemented a successful early reading programme. Through well matched books and regular practice, pupils build their phonic knowledge well.

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Curriculum and teaching Needs attention

Leaders have an accurate view of the quality of curriculum and teaching. For example, they have prioritised improvements to the teaching of writing. However, there remains inconsistency in the quality of teaching. At times, it does not check and adapt precisely to what pupils already know and can do. Leaders are quickly making the necessary improvements, but there is further work to do.

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Curriculum and teaching Needs attention

Leaders have ensured that pupils follow a broad and balanced curriculum. The curriculum is tailored thoughtfully to the school’s context. In subjects like history, pupils’ learning is sequenced carefully to build their knowledge over time. For example, pupils learn about important historical periods such as the Stone Age and Shang dynasty.

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Curriculum and teaching Needs attention

Staff know the needs of pupils with special educational needs and/or disabilities. They make suitable adaptations to teaching. Leaders make effective provision for pupils with education, health and care plans.

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

Pupils feel a sense of belonging to the school. Through warm, positive relationships, staff help pupils feel like they matter. Pupils get on well together. They generally listen to each other and take turns. Newcomers receive a warm welcome. Pupils enjoy the many broader experiences provided. They are grateful for opportunities to learn a musical instrument and play a new sport. Pupils benefit from experiences such as a visit to a science museum and castle. These trips help pupils learn the curriculum, and they develop pupils’ confidence to travel. A wide range of activities at break and lunchtimes encourage pupils to collaborate and challenge themselves physically.

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

Pupils enjoy their learning. However, older pupils are not always prepared well enough for their next steps. This is reflected in their achievement in national tests, which is well below average. Nonetheless, teaching is improving. It has started to ensure that gaps in older pupils’ knowledge are closing. Effective practice in the early years means that children gain the foundations they need to be ready for key stage 1. This is demonstrated by better achievement in national tests, such as the phonic screening check. At all ages, pupils who face additional challenges in their learning receive timely support. This includes those with special educational needs and/or disabilities (SEND).

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

Pupils live up to the school’s high expectations of their behaviour. As a result, the school has a calm, positive atmosphere. Pupils are respectful of each other. The rare instances of bullying are dealt with promptly and effectively. In lessons, pupils are generally keen to learn. Pupils attend regularly. The school provides effective help for those who need to reduce their absence. Pupils are safe and they are confident to share any worries with a trusted adult.

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Next steps

Leaders should raise pupils’ achievement, so that they are consistently well prepared for their next steps. Leaders should ensure that teaching consistently identifies and closes gaps in older pupils’ basic knowledge and skills, so that they have firm foundations for learning across the curriculum. Leaders should provide opportunities for pupils to develop their confidence and ability to discuss their ideas and reflect on their experiences.

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About this inspection

This school is part of the Little Way Catholic Educational trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Charlotte Blanch, and overseen by a board of trustees, chaired by Philip King.

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About this inspection

The school is registered as having Roman Catholic religious character. It is in the Diocese of Clifton. Its last Section 48 inspection was in May 2024.

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About this inspection

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

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About this inspection

Inspectors spoke with pupils, leaders, staff, and governors during the inspection.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school, under the same registration, also runs a nursery which accepts two year-olds.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Julie Fox, Ofsted Inspector Jon Hughes, 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 22 September 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2023/24 (3 term) 15.2% 14.6% 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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