Blackpool St Nicholas CofE Primary School

Highlights from Latest Inspection

Outcome

Blackpool St Nicholas CofE Primary School continues to be an outstanding school.

What is it like to attend this school?

Pupils, and children in the early years, are extremely proud to attend this school. They said that they relish being part of this friendly, caring and welcoming learning community where everybody matters.

Pupils told inspectors that they feel very safe in school.

Pupils explained that all staff have exceptionally high expectations of their behaviour. Pupils' attitudes to learning are excellent.

Children in the early years are keen to share and take turns. Pupils regulate their own behaviour with ease and they support one another to maintain high ...standards of behaviour.

Pupils said that staff are quick to deal with any worries that they may have.

They explained that bullying is highly unusual. On the rare occasions that it may occur, they said that it is dealt with effectively.

Adults are highly ambitious for pupils' learning and development.

Pupils said that they thrive at this school. Adults ensure that pupils, including pupils with special educational needs and/or disabilities (SEND), learn exceptionally well. Children in the early years are expertly prepared for the demands of key stage 1.

Adults foster pupils' leadership skills. For example, pupils seize the opportunity to become prefects, reading ambassadors, members of the pupil executive and the school council. Older pupils mentor younger pupils.

They also enjoy helping in the Reception class at lunchtime. Pupils described this school as harmonious.

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

Leaders have created an extremely ambitious curriculum for all pupils, including for children in the early years.

The order that pupils learn new knowledge, from their arrival in the Reception class through to the end of Year 6, has been expertly designed. Teachers deliver the curriculum exceedingly well. They choose highly appropriate activities to enable pupils to learn.

They ensure that no pupil or child is left behind.

Teachers are adept in using assessment strategies to check that pupils are learning the content of the curriculum. Adults are quick to identify any misconceptions that pupils may have.

Teachers skilfully ensure that pupils, and children in the early years, deepen their knowledge and understanding of different subjects, topics and concepts. Consequently, pupils and children in the early years flourish at Blackpool St Nicholas CofE Primary School.

Leaders successfully prioritise reading, which begins as soon as children enter the Reception Year.

In the early years, children are keen to listen to songs and rhymes. There is a sense of excitement about reading. Older pupils enthusiastically talked to inspectors about a variety of different books and authors that they have learned about.

Pupils understand the importance of reading to develop their vocabulary and comprehension skills.

Teachers are extremely well trained to deliver the phonics programme. They ensure that the books that pupils read match the sounds that they know.

Teachers ensure that they are quick to identify any pupils who may be behind with their reading knowledge. Timely support helps these pupils to catch up quickly with their peers. By the end of key stage 2, pupils read fluently and accurately.

Leaders have set up effective systems to identify any children or pupils who may have SEND. Teachers use a wide range of appropriate strategies to support pupils, and children in the early years with SEND, to access learning. Where necessary, leaders work seamlessly with external agencies.

Parents and carers are fully involved in this process. They are fully appreciative of the support that they receive. Leaders successfully support pupils with SEND to be as independent as possible in their learning and play.

Behaviour in lessons and around the school is impeccable. Learning is not disrupted by poor behaviour. Pupils, and children in the early years, have a thirst for learning.

Inspectors found that they focus extremely well during lessons. A highly engaging and stimulating learning environment enables pupils to make excellent progress through the curriculum.

The programme of wider development has been expertly designed to meet pupils' learning needs.

The comprehensive range of enrichment activities on offer ensures that pupils are well equipped for the next steps in their education. The personal development programme nurtures pupils' talents and enables them to become confident members of their school community. Pupils are fully prepared for life in modern Britain.

Pupils, including those with SEND, access a wide range of extra-curricular opportunities, which broaden their horizons. They fully engage in clubs, community work, trips and visits. Pupils flourish in the outdoor learning opportunities that leaders provide.

Leaders draw on the diversity of their local community to celebrate differences.

There is strong leadership right across this school. Staff feel well supported by leaders to manage their workload and well-being.

Leaders and governors work effectively with all staff to develop a shared vision for the school. All leaders, staff and governors embrace the vision and implement it in full. As such, leaders have ensured that there is an excellent quality of education across all aspects of school life.

Safeguarding

The arrangements for safeguarding are effective.

Leaders in this school understand their responsibility for safeguarding pupils. There are highly effective processes in place to ensure that any potential concerns are identified, recorded and reviewed.

All staff are well trained to identify any possible signs of abuse in pupils.

Leaders successfully work with a wide range of external agencies to support the health and well-being of pupils and their families. Pupils learn how to keep themselves safe.

Pupils said that they are confident that there is an adult with whom they can talk should they have any worries. Parents told inspectors that they feel well supported by leaders and other staff.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in March 2016.

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