St Teresa’s Catholic Primary School in Birmingham underwent an inspection on February 11 and 12, 2020, and received an overall effectiveness rating of good. The school has maintained a good standard of education, behavior, personal development, and leadership since its last inspection, which was rated outstanding in 2012. The change in rating reflects the current inspection framework and acknowledges the developments within the school over the past seven years. The extended period without inspection was due to legislative changes that exempted outstanding schools from routine evaluations.
Pupils express pride in their school, describing it as a welcoming environment where they feel safe and well cared for. They report minimal concerns about bullying, confident that staff would address any issues. The school promotes healthy lifestyles, encouraging participation in sports and music, which contributes to a positive school culture. However, there has been a noted decline in writing performance over the past two years, although leadership is actively working to enhance educational quality, which is beginning to show positive results.
The school’s leadership is ambitious, having recently introduced a new curriculum designed to foster academic and personal achievement. Subjects are sequenced effectively to build knowledge progressively. Pupils engage with significant themes, such as dignity and social justice, enhancing their learning experience. Subject leaders are passionate and knowledgeable, but they lack sufficient time to monitor educational quality, which limits their ability to identify areas for improvement.
Writing has been a particular area of concern, with past progress not meeting expectations. Current observations indicate improvements, as pupils are now better able to apply their knowledge across various subjects. However, inconsistencies remain, particularly regarding spelling expectations. Leaders are focused on ensuring that all pupils achieve their potential in writing.
Reading instruction begins in Reception, with phonics being taught effectively. Most pupils pass the phonics screening check by the end of Year 1, and there is a strong emphasis on reading for pleasure. Pupils in Key Stage 2 demonstrate enthusiasm for their favorite books and authors, and teachers employ diverse questioning techniques to ensure comprehension.
Mathematics has seen a halt in declining achievement, with opportunities for problem-solving and reasoning integrated into lessons. However, pupils currently have limited chances to apply their mathematical knowledge in other subjects, which restricts their understanding. The school is committed to enhancing these opportunities.
Pupils with special educational needs and disabilities achieve well due to appropriate adaptations made by teachers. Reception children receive a strong start, with learning tailored to their needs and interests, preparing them well for Year 1. Parents are encouraged to support their children’s learning at home, particularly in reading.
Pupils take on various responsibilities, such as participating in the school council and assisting younger students with reading. They demonstrate respect for diversity and inclusivity within the school community. Governors are dedicated to the school’s success, understanding its strengths and areas for improvement through accurate reporting from leaders. Staff express satisfaction with their work environment, noting that leaders consider their workload and well-being.
Most parents interviewed have positive views of the school, reporting that their children are happy, safe, and thriving. The school has effective safeguarding arrangements, with well-trained staff who are encouraged to report any concerns. Pupils learn about safety, including internet safety and recognizing healthy relationships, ensuring they are well-informed about risks in their local area. Overall, St Teresa’s Catholic Primary School is making significant strides in improving educational outcomes while fostering a supportive and inclusive environment for all pupils.
