Blessed John Duckett Catholic Primary School, Tow Law

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in the family atmosphere of this small, friendly school.

Staff have created a nurturing environment for all pupils. They know the pupils and families well. Relationships are strong.

Pupils trust staff to look after them. Pupils feel safe and valued.The school has the highest ambition for all pupils, both in their learning and behaviour.

Pupils rise to meet these expectations. They display positive attitudes to learning. Pupils with special educational needs and/or disabilities (SEND) receive highly effective support.

They are fully involved in the life of the school.Pupils are polite and respectful. They strive to embody the school's va...lues, which include compassion, self-belief and honesty.

Pupils behave consistently well in lessons and during social times.The school offers pupils a range of wider opportunities. These excite and engage pupils while enhancing their learning.

For example, visits beyond the school's rural locality to Durham and Newcastle ensure that pupils are well prepared for life beyond the school. Pupils talk enthusiastically about their learning in the outdoor environment. Their work with local community groups teaches them to be accepting of difference.

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

The school has placed ambition for all at the centre of its curriculum thinking. This starts in the early years. The school's curriculum has been reviewed recently.

It is carefully designed to meet the needs of pupils who are taught in mixed-age classes. Pupils have many opportunities to revisit and build on their prior learning.However, the school recognises that the new curriculum needs further embedding.

Presently, the school does not have a clear enough understanding of the difference that the new curriculum is making to pupils' learning. This is also the case with the mathematics curriculum, which has also been reviewed recently.Staff are knowledgeable about their pupils' needs and ensure that all pupils are fully included in lessons.

There are robust systems in place to ensure that pupils with SEND are identified swiftly. Through staff support and adaptations to the curriculum, pupils with SEND access the curriculum alongside their peers.The school has created a culture where reading is a priority and celebrated.

From the early years, children are introduced to nursery rhymes, songs and stories. Pupils learn letter sounds and words in a structured and well-ordered way. As pupils develop their phonics knowledge, they are provided with books that match the sounds they know.

Pupils quickly gain the knowledge and skills to become confident, fluent readers. Those who struggle with learning to read are identified, and extra support is put in place to enable them to catch up quickly.

Children benefit from a well-designed curriculum in the early years.

Staff make sure that children get off to a flying start. Children display a love for learning. They sustain concentration in their play.

Staff are experts at extending children's language through varied learning opportunities that promote discussion. For example, children were independently drawing maps of London, identifying landmarks and discussing similarities and differences within their own locality.

Improving attendance to be consistently in line with the national average is a school priority.

The school works closely with families and external agencies to bring about improvement. Pupils understand the value of high attendance and are rewarded for it. The school has effective procedures in place to reduce absence.

These are having a positive impact. The school is aware of the need to continue with these efforts.

Pupils have access to an effective personal, social and health education programme.

There is a range of opportunities and experiences on offer to develop their confidence, character and resilience. For example, the school's eco-ambassadors work with a charity-based community group to improve the local environment. In the outdoor environment, pupils develop their curiosity through exploration and teamwork.

In the weekly 'statement to live by' assemblies, pupils are encouraged to reflect, consider and discuss. Pupils learn about fundamental British values and diversity. They attend a range of clubs.

Visits and residential trips further enhance pupils' learning.

Leaders have a clear and ambitious vision for the school. Trustees and governors share this vision.

They hold school leaders to account for school performance through considered support and challenge. The determination for all pupils to be successful is a priority shared by all. There are a number of training opportunities on offer for staff.

The consideration given to staff's well-being and workload is appreciated. Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Oversight of how well the new two-year curriculum is being implemented is at an early stage of development. This means that the school does not have a full and accurate view of how well pupils are learning the new curriculum. The school should ensure they understand how effective the new curriculum is in improving pupil's skills and knowledge.

• The school has recently made adaptations to the mathematics curriculum. This means that it is not yet fully embedded. The school should develop robust systems to identify when pupils are not progressing and provide them with the support needed.

• Some pupils do not attend school as regularly as they should. This means that they miss out on learning important knowledge in the curriculum. The school should continue to work with families to improve pupils' attendance and ensure that the strategies in place are having a measurable impact.