Blessed Robert Widmerpool Catholic Primary and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

This is a highly inclusive school.

Everyone is valued and nurtured. Leaders have high expectations of pupils. The religious ethos permeates the curriculum.

Pupils develop a mature grasp of spiritual, moral, social and cultural issues in the wider world. Staff make sure that pupils, including those who speak English as an additional language and those with special educational needs and/or disabilities (SEND), are supported well. Pupils enjoy a range of enrichment activities, including 'booky breakfast' and coding club.

Pupils are proud of their school. They said that their teachers make lessons fun and interesting. The school's key principles of resilience, re...sourcefulness, reflectiveness, responsibility and relationships lie at the heart of the school's work.

They form the spine for all subjects in the curriculum. Pupils know and apply these principles well. They achieve exceptionally well.

Pupils' behaviour and attitudes are excellent. They are respectful, well mannered and polite. Pupils say that when incidents of poor behaviour do occur, adults sort them out promptly.

They feel that adults do this in an age-appropriate way. Bullying is not tolerated. It happens rarely.

Pupils know that this is a 'telling' school. They are encouraged to talk to adults if they are worried. They can use 'worry boxes' if they prefer.

Pupils say that they feel safe at the school.

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

Leaders have designed and implemented a coherent, well-sequenced curriculum from the early years through to Year 6. It is broad, ambitious and aspirational.

The content of the curriculum is underpinned by research into effective learning. Topics of learning support pupils' understanding of fundamental British values and the religious ethos of the school. Teachers focus on helping pupils to 'plant the seeds' of knowledge 'that will one day grow'.

Subject leaders work well with teachers to ensure that they have a precise understanding of what pupils must know and remember in all subjects. Teachers use a range of effective resources and strategies to check pupils' understanding. Pupils are enthusiastic and competent learners.

They apply their knowledge and skills in different contexts. For example, in history, pupils accurately describe aspects of Viking civilisation by considering the importance of historical artefacts.

Leaders ensure that reading is a high priority for all pupils.

Phonics is taught as soon as children start school. The early years is rich with opportunities for children to develop their communication and language skills. Leaders aim for all pupils to be 'raring to read'.

Pupils enjoy reading. They talk enthusiastically about different books and authors. Teachers match the books pupils read to the sounds they know.

They quickly identify pupils who need more help with reading. These pupils receive effective and tailored support. Teachers provide extra phonics sessions when needed.

Pupils learn to read with confidence and increasing comprehension. Younger pupils relish the opportunity to read to the school's fish in the hall.

Leaders provide high-quality support for pupils, including those with SEND and those who speak English as an additional language.

Teachers use appropriate resources and skilful strategies to make learning accessible. They make sure that all pupils have equal opportunities to learn well. Well-structured lessons ensure that pupils keep up.

Pupils benefit from extra support when needed.

The religious ethos of the school is highly valued by all. Pupils learn to be kind to others.

Pupils and staff enjoy the liturgy sessions which also support their mental well-being. Pupils who lead liturgy take pride in their roles.

The curriculum for pupils' personal development is strong.

Pupils are well prepared for life in modern Britain. Pupils learn about relationships and sex education. They learn the importance of positive relationships and respect for those with protected characteristics.

Pupils gain a deep understanding of how to live healthily. For example, children begin to learn techniques for keeping calm when they start school in the early years.

Pupils enjoy positions of responsibility, including as librarians, house captains and eco ambassadors.

They enjoy broadcasting school news on the school's radio station. They are proud of their many charity fundraising activities. For example, pupils collaborated with other schools within the trust to fund the building of a school in Bunkpurugu in Ghana, Africa.

Senior leaders provide high-quality professional development for staff. Teachers appreciate the support from leaders for their workload and welfare. Teachers and leaders have frequent opportunities to share good practice and support colleagues working in other schools.

Staff feel privileged to work at the school.

Governors and trustees have a secure understanding of the school. They share leaders' strong ambition and are not complacent.

Governors are skilled and effective in holding leaders to account.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding children is at the heart of the school's ethos.

Leaders and governors make sure that the care and safety of pupils are a high priority. Staff receive relevant and up-to-date training. Leaders make sure that staff are confident with safeguarding procedures.

Staff are vigilant. They keep abreast of the latest information about the welfare of pupils in their care. Pupils learn how to keep safe.

They learn about the potential risks to their safety and how to manage them. These include risks from drugs and alcohol and when online.

Leaders are persistent in their work with external agencies when necessary.