Our Lady’s Roman Catholic Primary School

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About Our Lady’s Roman Catholic Primary School

Name Our Lady’s Roman Catholic Primary School
Ofsted Inspections
Principal Miss Tara Davies
Address Oxford Road, Cowley, Oxford, OX4 2LF
Phone Number 01865779176
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 314
Local Authority Oxfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Staff know each pupil well and want the best for them. Every pupil receives a warm welcome when they arrive each day. Pupils know that leaders want them to succeed in their learning but also develop as rounded individuals.

They learn to understand the school's 'RUAH' values of respect, understanding, affection and humour. These are at the heart of everything that happens in the school and help to establish a strong sense of community.

Pupils treat each other with respect.

This is developed right from the early years where pupils learn to work and play together cooperatively. They feel safe in school because they are well looked after. When there are misunders...tandings, pupils appreciate the fact that adults help them to understand their differences and sort out any problems.

Pupils like that their teachers make their lessons enjoyable and memorable. Many parents told us that their children feel happy to attend school each day and commented on the positive and friendly atmosphere. The school's ethos is well summed up by its mission statement: 'you are young, you are precious, you are loved'.

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

Leaders are driven by the strong moral purpose that no child should be limited by their background or additional needs. They are ambitious about what all pupils can achieve from the moment they arrive at school in the early years. This includes pupils with special educational needs and/or disabilities (SEND).

These pupils are identified as quickly as possible and effective support is put in place so that they can access the same learning as their peers.

Leaders have thought carefully about how pupils' learning starts in the early years then builds gradually through to Year 6. In some subjects, for example English, science and mathematics, leaders have thought precisely about what pupils learn and in what order.

Pupils can talk in detail about their learning in these subjects and make connections between ideas and topics. However, this is not consistently the case in all subjects, for example in history. Leaders recognise what they need to do in these subjects to ensure that the curriculum is further developed.

In key stage 1, leaders have rightly focused on identifying and addressing gaps in pupils' knowledge arising from the COVID-19 pandemic. This approach is having a positive impact, particularly on the quality of writing for all pupils including those with SEND. Although this work has been effective, it has resulted in fewer opportunities for pupils to consolidate their learning in the full range of subjects.

Leaders have rightly made reading a top priority in the school. They have provided training to staff so that they have expert knowledge of how pupils learn to read. This is clear in lessons where teachers deliver precise and effective reading instruction.

This work begins straight away in the early years including the nursery. The books that pupils take home allow them to practise what they have learned in class but also develop a passion for reading. If pupils are struggling to read, they are helped to catch up quickly with their peers.

Strong teaching of early reading means that the majority of pupils in the school continue to be confident and enthusiastic readers once they have mastered the basics.

There are a range of opportunities for pupils to engage in extra-curricular clubs and opportunities. Leaders are in the process of restoring these following the pandemic.

Pupils have the opportunities to take on roles in the school such as 'eco-leaders', sports leaders and RUAH leaders. Pupils take pride in these roles because they understand the positive impact they can have on their school. Leaders have created a culture in the school which celebrates the diversity of the local community.

This has resulted in an inclusive environment where children are taught to embrace their differences and value everyone equally.

Leaders recognise how hard their staff work. They take this into account when introducing new ideas or initiatives.

Staff know there is an expectation to do a good job for the pupils, but also feel grateful that leaders promote healthy work-life balance. Leaders work alongside the multi-academy trust (MAT) and other partners to provide high quality professional development. This includes highly effective support for teachers new to the profession.

Governors and trustees are knowledgeable and have an accurate understanding of the school. Governors support improvement in the school by challenging and supporting leaders regularly. They rightly have confidence in their school leaders who demonstrate a relentless focus on improving the standard of education for all pupils.


The arrangements for safeguarding are effective.

Leaders understand the pupils and families in their community. They talk with parents regularly and offer high levels of support.

They ensure that all staff are trained in identifying and referring safeguarding concerns. As a result, staff are knowledgeable and log concerns even if these seem minor. Leaders take swift and effective action when required.

This includes referrals to external agencies if appropriate.

Pupils learn about how to keep themselves safe. They are particularly knowledgeable about how to stay safe online.

They know that there is somebody they can talk to in school if they feel worried.

Leaders carry out the necessary pre-employment checks on adults in school. They keep accurate and up-to-date records that are checked regularly by governors.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have considered the development of skills in foundation subjects, but they have not always planned out precisely what pupils will learn and when. As a result, pupils' learning is not always coherent in these subjects. Leaders should continue with their plans to refine the curriculum in foundation subjects so that learning is as effective here as in the core subjects.

• Pupils in key stage 1 are not always given sufficient opportunities to consolidate their learning in foundation subjects. As a result, some pupils are not confident when recalling and talking about what they have learned. Leaders should make sure that what pupils learn in the foundation subjects in key stage 1 is reflected in the quality of work that they produce.

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