Good Shepherd Catholic School

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About Good Shepherd Catholic School

Name Good Shepherd Catholic School
Ofsted Inspections
Headteacher Mr Andrew McConville
Address Spring Road, Foleshill, Coventry, CV6 7FN
Phone Number 02476689392
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 236
Local Authority Coventry
Highlights from Latest Inspection

What is it like to attend this school?

Good Shepherd is a happy school.

Staff know the pupils well. Relationships between staff and pupils are extremely positive.

Leaders include the school's Catholic ethos and values of ambition, encouragement, community, resilience, well-being and faith in all areas of school life.

Pupils have a strong understanding of how to keep themselves safe. They recognise the dangers of being online and know when to ask for help if they are worried. Pupils learn from a range of visitors to school, such as the police and magistrates.

Teachers have high expectations for all pupils. Through a range of experiences, they help pupils to develop both academically and em...otionally. Pupils enjoy taking on responsibilities such as those of school councillors and house captains.

They organise fundraising by running stalls at the Christmas fair to buy play equipment.

Pupils display first-class learning behaviours. They engage in their lessons and contribute confidently to learning discussions.

Adults help pupils to recognise and manage their emotions well. Pupils show understanding and support for other pupils who may struggle to manage their own emotions. Pupils' self-confidence, citizenship and resilience are extremely well developed.

As a result, behaviour and attitudes are exceptional.

What does the school do well and what does it need to do better?

Senior leaders, supported by The Romero Catholic Academy (a multi-academy company), are relentless in their drive to improve the school further. They have high expectations of pupils and staff.

Leaders have designed an ambitious curriculum that aims to provide a wide range of learning across subjects. It is also designed to build pupils' character and enthuse them. Leaders have planned carefully what pupils will learn and know, and when they will learn it in most subjects.

In a few subjects, leaders are aware that teachers do not have the subject knowledge to teach these subjects fully. Leaders are taking steps to address this.

Leaders quickly identify pupils with special educational needs and/or disabilities (SEND) and assess their individual needs.

Teachers support pupils with SEND to access the same curriculum as other pupils. Parents and carers appreciate the support that pupils with SEND receive.

Reading is taught well.

Leaders have developed a challenging reading curriculum, which is implemented consistently across the school. Phonics is taught well in Nursery and continues throughout key stage 1. Pupils learn their sounds quickly.

Teachers regularly check which sounds pupils can remember. Pupils use their phonics knowledge to develop fluency in reading and to help them spell when writing. Teachers select books for pupils to read that match well to the sounds that they are learning.

Pupils with SEND learn to read well.

The stories that teachers read to pupils help develop a love of reading. Book displays around the school provide inspiration for pupils.

Pupils enjoy reading books by a range of authors. They know why it is important to be a good reader.

All pupils, including those with SEND, do very well in mathematics.

Leaders ensure that pupils have a secure understanding of basic concepts. In Reception, for example, children enjoy counting and adding numbers. To secure pupils' understanding, teachers revisit and review pupils' learning.

They help pupils to practise and apply their mathematical knowledge in different contexts.

Teachers make regular checks to see how well pupils have understood their learning. This is particularly strong in mathematics.

However, in art, design and technology and French, leaders are aware that teachers do not check well enough what pupils have learned.

An extensive range of experiences and activities enhances pupils' learning and personal development. Pupils talk confidently about how they learn to be good citizens.

For example, they learn about mobile phone tracking and monitoring traffic speed when the local police visit. Pupils know how to care for and look out for each other. They form healthy relationships based on trust and respect.

The school's work to build character benefits all pupils, particularly those who are disadvantaged. All pupils enjoy the wide range of opportunities and enrichment provided by the school.

Throughout the school, adults encourage pupils to express and debate their opinions.

Pupils have opportunities to take part in performances such as 'Good Shepherd's Got Talent'.

Staff are overwhelmingly positive about the school and the marked improvements that have happened since the previous inspection. They say that leaders always listen to them and provide support.

Staff say that workload is managed well. Parents also speak highly of the school.

Governors fulfil their roles well.

They visit the school regularly and ensure that they are well informed. They use this information to question leaders about the school's performance. Governors benefit from regular training.


The arrangements for safeguarding are effective.

There is a strong culture of keeping pupils safe throughout the school. Leaders ensure that they provide training for staff and governors.

Leaders check that staff know how to spot pupils at risk. Staff pass on concerns promptly. The school quickly puts in place effective support.

This might be from the school's learning mentor or an external agency.Leaders ensure that the curriculum provides opportunities for pupils to learn how to stay safe. Pupils know whom to go to if they have a concern.

They know that their concerns will be taken seriously.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff are not confident in delivering in a few foundation subjects. This hinders the progress that pupils make.

Leaders need to make sure that all staff are equipped with the skills and knowledge to teach every subject effectively so that pupils achieve well. ? Assessment is not used effectively in a few foundation subjects to check on pupils' learning. This means that the gaps in pupils' knowledge are not being addressed as quickly as they could be.

Leaders should provide appropriate guidance and training for staff on how to check what pupils know and remember. ? The school's curriculum is not yet sufficiently well planned and sequenced in some subjects. However, it is clear from leaders' actions that they are in the process of bringing this about and are making any necessary amendments in response to the pandemic.

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