Our Lady’s Catholic Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Our Lady’s Catholic Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Our Lady’s Catholic Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Our Lady’s Catholic Primary School on our interactive map.

About Our Lady’s Catholic Primary School

Name Our Lady’s Catholic Primary School
Website http://www.ourladys.bham.sch.uk/
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Head Teacher Miss Sarah Cahill
Address East Meadway, Tile Cross, Birmingham, B33 0AU
Phone Number 01214644459
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 210
Local Authority Birmingham
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.


Our Lady's Catholic Primary School continues to be a good school.

What is it like to attend this school?

Pupils are proud of their school.

They are well cared for, respected and valued by all staff. Pupils feel safe in school. They say that everyone looks out for each other.

A pupil said: 'It's special here, it's like our home. Even if you're not baptised, you're still part of our second family.' Another said: 'We welcome anyone who joins our school.

We respect all differences. We respect everyone for who they are.'

Leaders and staff have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND).

...>Pupils live up to these high expectations. They have very positive attitudes to learning.

Pupils behave very well.

They listen attentively to their teachers. They work and play happily together. Older pupils are excellent role models for younger pupils.

Pupils enjoy the varied roles and responsibilities they hold, such as school councillors, class buddies and religious education ambassadors. Bullying is rare, but when it does happen, staff deal with it straight away.

Pupils have opportunities to see themselves as citizens in the wider world.

They are taught how to bring about change and contribute positively to society. Pupils recently visited the Houses of Parliament.

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

Leaders want the very best for all pupils and staff.

They are striving to ensure that everyone receives an appropriate curriculum. Leaders train curriculum leaders to help them develop their leadership skills effectively. They have been well supported to develop and improve their subject areas.

Leaders plan strong links between different subjects. This develops pupils' knowledge and skills across the breadth of the curriculum. Leaders have improved teachers' subject knowledge, especially in mathematics and reading.

However, curriculum plans are not yet being consistently implemented in all classes and in all subjects. This is because some of the changes to the way that subjects are being taught are relatively new. Curriculum leaders have not yet fully checked the way teachers are delivering these curriculum plans.

As a result, there are inconsistencies in how effectively they are being implemented.

Staff want pupils with SEND to do well. This is also the case for pupils who are disadvantaged.

Leaders make sure that these pupils receive the support they need. Teachers plan activities so that pupils can access the curriculum in a way that matches their individual needs.

The development of reading is a priority for the school.

The library is well stocked and is used regularly. Pupils are able to choose books that they want, for example 'The catcher in the rye.' Pupils enjoy the stories that their teachers read to them.

These books are well selected and are often linked to learning in other subjects, such as history.

Phonics lessons take place every day. From the very start, children in the Reception class develop their reading skills well.

Adults check the progress pupils make through the well-planned phonics programme. Teaching provides pupils with the skills they need to read fluently. The books pupils read are well matched to their reading ability.

Where pupils are at risk of falling behind, support is in place to help them catch up quickly. The majority of staff have been well trained to teach phonics. However, some staff are not as skilled as others in teaching phonics.

The early years is a warm and vibrant place for children to learn. Staff develop children's communication and language skills well over time. Staff work closely with parents and carers, who value this and feel listened to.

They are confident that their children are being well looked after. Children in the early years make good progress across all areas of the curriculum. They enjoy positive relationships with adults.

They are happy and eager to learn.

Governors are passionate that pupils should receive the best quality of education. They hold leaders to account for standards and pupil enrichment.

The governors ensure that leaders consider staff workload. They offer bespoke counselling for any member of the school community that may need it. Governors say that 'this is a school full of joy'.

Staff agree that leaders think about ways to minimise workload.

Pupils have a good sense of their place and role in modern Britain. Leaders promote pupils' character very well.

Pupils raise money for charities, such as the United Nations International Children's Emergency Fund (UNICEF).


The arrangements for safeguarding are effective.

Leaders, including governors, make sure that appropriate checks are made on all adults who work with pupils at the school.

Staff receive regular training. They understand what to do if they have concerns about a child. Safeguarding concerns are followed up in a timely way.

Staff work well with a range of external agencies to support vulnerable pupils and their families. This extra help supports pupils' well-being. Pupils are taught how to keep themselves safe, including when online.

Pupils' attendance and punctuality has improved significantly. Leaders have put effective systems into place to ensure that pupils are in school more often.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Subject leaders have implemented their ambitious curriculum plans.

However, in some subjects, new developments are in their infancy. As a result, there are inconsistencies in the delivery of some curriculum plans. Senior leaders need to make sure that subject leaders take steps to iron out any variability in the delivery of curriculum plans across year groups.

. School leaders have thought carefully about the support that teachers need to implement curriculum plans effectively in different subjects. This has had a very positive impact on the development of pupils' knowledge and skills, particularly in mathematics and science.

However, there are still staff who need support and training to improve their knowledge of phonics. Leaders need to ensure that all staff are equally effective in supporting pupils to learn to read.


When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good on 21–22 April 2016.

Also at this postcode
Our Lady’s Pre-School

  Compare to
nearby schools