Our Lady and St Brendan’s Catholic Primary School, A Voluntary Academy

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About Our Lady and St Brendan’s Catholic Primary School, A Voluntary Academy

Name Our Lady and St Brendan’s Catholic Primary School, A Voluntary Academy
Website http://www.ourladyandstbrendans.co.uk/
Ofsted Inspections
Mrs Sarah Delany
Address Bank, Idle, Bradford, BD10 0QA
Phone Number 01274611992
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 193
Local Authority Bradford
Highlights from Latest Inspection

What is it like to attend this school?

The school has embraced the Diocese of Leeds's, 'Virtues to Live By' programme.

Pupils explore themes such as respect, courtesy and thankfulness. Adults live out these virtues in their relationships with pupils and each other. Pupils follow their example and treat each other with kindness and respect.

The vast majority of pupils behave well most of the time. When they struggle to manage their emotions, adults help them to get back on track. Leaders have created an inclusive culture that helps pupils to feel happy and safe.

The recently established leadership team has begun to build an ambitious curriculum for pupils. Many subjects are in the early stages of d...evelopment. Too often, the knowledge that pupils learn does not help them to build on the facts that they already know.

Pupils do not learn well enough across some areas of the curriculum.

The school makes sure that pupils have opportunities to explore their interests and talents. Many pupils take part in the wide variety of clubs on offer.

Some pupils work as 'Stewards of the Earth' as part of the school's focus on global citizenship. These opportunities are helping to prepare pupils well for their future lives.

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

Over time, the curriculum has not been well sequenced.

Pupils have not developed sufficient depth of understanding. Pupils have many gaps in their knowledge. Too often, these gaps are not addressed.

This makes it more difficult for pupils to learn new content. Sometimes, the tasks that pupils are given do not help them to deepen their knowledge sufficiently. Currently, pupils are not learning well enough in some subjects across the curriculum.

In some subjects, the school is beginning to develop the curriculum to make sure that pupils build on what they already know. In areas such as mathematics, this process is gaining traction. Pupils are learning more of the important knowledge and skills that they need.

Teachers help pupils to build their mathematical knowledge step by step. In early years, children quickly develop their understanding of number. For example, they confidently explore many different ways of representing numbers to 10.

Across the school, pupils are becoming confident mathematicians.

Reading is a priority in this school. Staff have accessed the training that they need to help pupils to learn to read.

From Reception onwards, children quickly develop their phonic knowledge to become confident readers. The books that children read are matched to the sounds that they know. Pupils throughout school are given lots of practise to read.

When pupils struggle with reading, skilled staff give them the right support to catch up. The school has invested in new books for pupils to read. This is beginning to motivate pupils to read more widely and often.

Most pupils enjoy reading.

In early years, staff help children to cooperate well and build positive relationships with each other. They encourage children to use new vocabulary, help them to extend their talk and explain their thinking.

Children become independent quickly and show resilience when trying new things. Children are enthralled by the interesting activities that they are given to do. For example, children showed impressive concentration when matching the form and colour of repeated patterns.

Pupils with special educational needs and/or disabilities (SEND) receive the support that they need. Leaders make sure that the support that pupils receive helps to remove the barriers that pupils might face to their learning. They do this by making sure that staff have the expertise to help pupils with SEND.

The school has established a well-structured offer to support pupils' personal development. Pupils have an impressive understanding of democracy and the importance of tolerance and respect. They talk with maturity about issues, such as staying safe in and out of school.

Pupils develop their interests through the many school clubs on offer. These include choir, chess and coding clubs. Some pupils also take part in a weekly ballet club.

If pupils cannot attend, leaders find out why. They remove barriers so that all pupils have the chance to take part. This work reflects the inclusive culture that leaders have established.

Those responsible for governance challenge and support leaders to improve the school. The recently established leadership team is relentlessly focused on improving the quality of education for pupils. Staff are well supported, listened to and valued.

They appreciate the positive improvements leaders have made. Staff are proud to work at this school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has not made sure that the knowledge that pupils learn builds on the facts that they already know. This means that pupils are not able to connect new knowledge to develop a secure understanding of the subjects that they study. The school should ensure that the knowledge they want pupils to learn builds on the facts that they already know.

• On occasions, the tasks that pupils are given to complete are not focused precisely enough on the knowledge and skills that they need to acquire. This means that pupils are not getting the right tasks to help them to secure the important things that they need to know. The school should make sure that teachers receive the support that they need to choose tasks that help pupils to secure the intended learning.

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