Our Lady and St Rose of Lima Catholic Primary School in Birmingham has been recognized as a good school following its inspection in October 2019. The school demonstrates a strong commitment to the academic success and well-being of its pupils. Students excel in reading, writing, and mathematics due to well-planned and engaging lessons delivered by dedicated teachers. The school environment is welcoming, and pupils express that they feel safe and supported, with access to adults who can help them with any concerns. Instances of bullying are addressed promptly, fostering a positive atmosphere where students can play and learn together harmoniously.
The school offers numerous opportunities for pupils to explore their interests and develop their talents. Programs such as the Lighthouse group and various after-school clubs, including choir, drama, and sports, contribute to a well-rounded educational experience. Pupils take pride in their charitable efforts, showcasing their commitment to helping others. The leadership team and staff are focused on ensuring that all pupils succeed, although there are areas for improvement, particularly in supporting low-ability pupils and those with special educational needs and disabilities. Some of these students do not receive the necessary support, which affects their overall achievement.
In the early years, staff establish positive relationships with children, ensuring they feel secure and understood. Activities are designed to enhance language and mathematical skills, although some outdoor activities may not be sufficiently challenging for Reception children. The curriculum is thoughtfully organized, with clear guidance for teachers on the sequence of learning across subjects. This structured approach is particularly effective in mathematics, where daily sessions reinforce essential skills.
Teachers are skilled in delivering lessons across most subjects, employing clear explanations and checking for understanding through questioning. This method helps pupils build a solid foundation of knowledge over time. In subjects like history, knowledge organizers are used to help pupils retain important information, and regular quizzes assess their understanding. However, there are concerns regarding the support provided to the weakest readers, as they do not receive adequate assistance to improve their reading skills. The mismatch between reading materials and the phonics being taught in class can hinder their progress.
Pupils with special educational needs follow the same curriculum as their peers, but the support they receive is inconsistent. Teachers often lack a precise understanding of these pupils' needs, leading to overly general targets that do not effectively address individual learning requirements. This can result in gaps in understanding and difficulties in maintaining focus during lessons.
The school emphasizes the importance of empathy and social responsibility, encouraging pupils to engage in charitable activities and reflect on their skills and future aspirations. The forest school program promotes teamwork and problem-solving skills, while safeguarding measures are robust, ensuring that pupils are well cared for and aware of safety protocols.
Overall, while the school has many strengths, including a supportive environment and effective teaching practices, it must address the specific needs of low-ability pupils and those with special educational needs to enhance their educational experience further. The leadership team is aware of these challenges and is committed to making the necessary improvements to ensure that all pupils can achieve their full potential.
