Our Lady and St Benedict Catholic Academy

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About Our Lady and St Benedict Catholic Academy

Name Our Lady and St Benedict Catholic Academy
Ofsted Inspections
Headteacher Mrs Sarah Clowes
Address Abbey Lane, Abbey Hulton, Stoke-on-Trent, ST2 8AU
Phone Number 01782234646
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 214
Local Authority Stoke-on-Trent
Highlights from Latest Inspection

What is it like to attend this school?

Strong relationships are at the heart of this inspirational school. The school's values are lived out by leaders, staff and pupils.

Pupils appreciate the caring ethos of the school, and they are inspired to achieve. Pupils are known, loved and feel safe. The school goes out of its way to connect with pupils' families, who are met with understanding and compassion.

Pupils thrive as a result of the rapid improvements that have been made to their curriculum. The school is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). This ambition is realised effectively.

All pupils are supported to achieve exceptionally wel...l. Pupils develop deep knowledge in all subjects.

The school makes sure that all pupils benefit from a wealth of visits, experiences and opportunities.

The school has very carefully planned opportunities to broaden pupils' horizons and enrich the curriculum. As a result of this, pupils flourish.

Pupils are incredibly well behaved.

Leaders have established clear systems that support this. Pupils are calm and polite and focus well on their learning. The school ensures effective provision to promote pupils' mental health.

For example, many pupils benefit from visiting the 'pod' to talk with skilled staff.

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

The curriculum is exceptionally well developed because the school has considered how knowledge builds from the early years. The school has ensured that aspects of knowledge are revisited.

Pupils have developed considerable knowledge about what they have been taught, and they use vocabulary with precision and great confidence. For example, they discussed the historical impact of coal mining on local industry and the environment with expertise. Staff make thorough checks on what pupils understand.

There are clear systems to support pupils with SEND. Staff ensure that pupils with SEND are fully included in all aspects of school life. Expert staff make successful adaptations to lessons to enable all pupils to learn well.

The school prioritises reading. It ensures that pupils learn to read well and develop a love of reading. The school knows that pupils' reading was particularly disrupted by the pandemic.

Leaders' actions to improve reading have been highly effective. Children in the early years make a very strong start in learning to read. The school has a meticulous programme for the teaching of phonics and has ensured that this is implemented consistently well.

Expert teaching enables pupils to become fluent and confident readers. The school celebrates pupils' achievements in reading. All pupils, including those in the early years, enjoy being read carefully chosen stories each day.

Pupils' behaviour is impeccable. Learning is not disrupted by poor behaviour. There are harmonious relationships between pupils.

Pupils are confident that if there are any problems between them, they will be quickly resolved. In lessons, pupils concentrate well and are proud of their well-presented work. Pupils from the early years onwards cooperate and persevere.

The school has taken precise and swift action to improve pupils' attendance. For example, the school has provided a bus to support families in a particular area. The school has fostered strong relationships with parents and carers.

Staff work closely with families to understand and overcome challenges that might affect school attendance. However, where absence remains an issue, the situation is never tolerated. As a result, attendance is improving.

Provision for pupils' personal development is as carefully planned as the academic curriculum. For example, pupils learn about how to keep themselves safe online and about the dangers they might face offline. Pupils learn about developing positive relationships and valuing differences.

This work supports a school environment that is inclusive and welcoming. Pupils make a meaningful and positive difference to the life of the school and the community. For example, they work as school councillors, members of 'Benedictines' and eco-warriors.

Pupils enjoy a variety of clubs. These develop their interests in sport, music and art. Opportunities for outdoor learning are provided to all.

All pupils, including those with SEND, benefit from this. Learning is enriched through carefully planned visits and links developed with local businesses. These increase pupils' opportunities and sense of future possibilities.

From nursery onwards, the school supports pupils to develop a sense of vocation and learn about possible careers. Pupils talk with maturity about their aspirations.

Leaders at all levels are clearly focused on ensuring that all pupils succeed and that any barriers to success are removed.

This shared vision has been instrumental in enabling the school to make rapid progress. The actions of leaders have made a huge contribution to the outstanding education that is provided.


The arrangements for safeguarding are effective.

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