Our Lady of Mount Carmel Catholic Primary School

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About Our Lady of Mount Carmel Catholic Primary School

Name Our Lady of Mount Carmel Catholic Primary School
Website http://www.ourladymountcarmel.doncaster.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.
Headteacher Mrs Lindsay Shaw
Address Sandringham Road, Intake, Doncaster, DN2 5JG
Phone Number 01302349743
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 206
Local Authority Doncaster
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 of Mount Carmel Catholic Primary School continues to be a good school.

What is it like to attend this school?

Staff have worked to instil in pupils the importance of an orderly and calm learning environment. Pupils rise to this challenge. Pupils have respect for each other and the adults in school.

Pupils conduct themselves throughout school with confidence and maturity. Poor behaviour and bullying are rare.

Pupils told the inspector that they consider their school virtues, 'happy, caring, valued, unique, successful', in whatever they do at school.

They enjoy the duties they have, especially being part of God's Squad, which is a group of pupils responsibl...e for helping with assemblies, among other activities. Pupils place importance on being kind and helpful. Older pupils are role models for the younger pupils.

They help to serve them during lunchtimes, where they assist at the salad bar and help them to carry their trays.

Leader have high expectations of what they want pupils to achieve. Pupils enjoy learning a broad curriculum.

In lessons, pupils listen carefully. They work quietly and concentrate well. They are eager to contribute their ideas in lessons and know when the time is right to do so.

However, pupils do not have the opportunity to achieve as well as they might in all subjects. This is because the curriculum in some subjects is not planned well enough.

Pupils take full advantage of the large outdoor space available to them.

During playtime, pupils appreciate the various purposeful activities that adults prepare for them. They skip and chat happily with their friends. When it is time to go into their classrooms, they do so in a quiet and orderly fashion.

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

Most subject leaders have thought carefully about what it is they want pupils to learn in their subject. Leaders have begun detailing the precise steps which identify what pupils need to know and remember, and in what order. For example, during the inspection, in Year 4 history, pupils were learning about how and why life in Britain has changed through history.

They looked at this by understanding the effects of the Roman invasion.Pupils learned what an invasion is and the impact this had on ancient Britain within this unit. They then built on this knowledge further as they learned about how the Anglo-Saxons invaded Britain, before learning about the Viking invasion.

Pupils were able to discuss the impact these invasions had on the lives of people living in Britain at that time as well as the impact this has had on Britain today.

In a small number of subjects, such as geography, art and design, leaders are at an earlier stage in this journey. In these subjects, teachers needs to make sure that they are providing sufficient opportunities for pupils to practise what they are learning.

Pupils use every spare moment to enjoy a book. Teachers find opportunities throughout the day to share a class story. Teachers choose books that excite pupils and help them to make links to other subject areas.

During these story times, teachers discuss new words. They question pupils on their understanding and thoughts about the story. This allows pupils to demonstrate what they have learned.

From Reception, all children are taught the school's chosen phonics programme. Pupils read books with the letter sounds they know. Because of this, they are able to read books fluently and they enjoy them.

There are some pupils who find reading difficult. This group of pupils know some letter sounds and how to blend these to make the words. However, they are unable to do this with fluency.

They do not have enough opportunity to practise segmenting and blending to become more fluent. This group of pupils are reluctant to read.

The mathematics curriculum is carefully planned.

This begins with early mathematics in the Reception class. Pupils are given many opportunities to develop their knowledge. For example, both the indoor and outdoor areas are rich in number and teachers help children to develop their numerical understanding.

The youngest children are able to concentrate on activities that capture their interests. Throughout school, teachers explain mathematical concepts in a step-by-step way, to secure pupils' understanding. As a result of this, pupils are confident in applying what they know to solve more complex mathematical problems.

Adults who help pupils with special education needs and/or disabilities (SEND) access detailed training. Pupils with SEND receive appropriate support and curriculum adaptations that allow them to learn successfully alongside their peers. Staff gradually withdraw their assistance when pupils are ready to learn on their own.

This allows pupils with SEND to develop their confidence and independence. Parents and carers are appreciative of the support their children receive. As one parent stated: 'The staff at this school really do put the children first and they know the children well… Each child is celebrated for their unique character and abilities.'

This typified the views of many.

The school's strong Christian ethos permeates through how pupils present themselves and how they behave towards others. The personal, social and health education curriculum allows pupils to develop a firm appreciation of others from differing cultures and backgrounds.

Pupils understand that although they might have different beliefs, everyone is to be treated equally. They know that families can take different forms. They know that different children may have a family that does not look like theirs.

They discuss how they must always be kind to others.

Leaders and governors are conscious of not overburdening staff with tasks. They take staff mental health and well-being seriously.

Staff questionnaires confirmed that they are pleased to be a part of this team.


The arrangements for safeguarding are effective.

Leaders, including governors, place a high priority on keeping pupils safe.

They make sure that safeguarding training is completed regularly throughout the year. Consequently, staff are kept up to date with the latest information and practice. Staff are quick to notice any concerns.

They follow school policy and take the appropriate steps to address these. All adults know to seek advice if they are concerned. If required, leaders involve different external agencies to make sure that children receive the right attention quickly.

Parents appreciate how they are supported by school. One parent explained: 'Any issues are dealt with quickly and with a bespoke solution in the child's best interests.'

All staff show care and attention towards pupils.

In turn, pupils show respect towards the adults in school. As a result of this, pupils feel at ease in sharing concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils who fall behind in reading are not provided with sufficient extra practice to help them catch up.

As a result, this group of pupils continue to lack fluency in their reading, leading to a reluctance to read for pleasure. Leaders need to ensure that they provide daily extra practice opportunities for this group of pupils to catch up and keep up. ? In subjects such as art and design and geography, leaders have not been meticulous in outlining the precise knowledge and skills they expect pupils to deepen their understanding in.

Pupils are therefore not acquiring increased knowledge in these subjects. Leaders should ensure that all curriculum plans set out the precise knowledge and skills pupils need to know, broken down into manageable steps, so that pupils are able to deepen their understanding and retain this knowledge long term.


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 or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, 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 deem the section 8 inspection as a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in October 2012.

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