Bridport, St Mary’s Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Mary's Church of England Primary School is a 'caring community where all can learn and shine'. Pupils are proud of their school and feel well looked after by adults.

The school is ambitious for all pupils. Leaders strive to improve outcomes so that pupils of all ages can achieve as well as possible.

The school has high expectations for behaviour.

Adults help pupils to understand why poor behaviour should not be repeated. The Den effectively supports pupils to improve their behaviour and attendance. Consequently, the school is calm and pupils learn with little disruption.

Pupils enthusiastically earn reward points for being ready to learn, respectf...ul and safe. Pupils like to take on responsibilities to help make the school a better place. For example, the well-being ambassadors are ready to help pupils at breaktime and lunchtime.

Pupils understand the importance of being kind and respectful towards each other. They have opportunities to reflect on big questions and consider their own and others faith.

The school provides opportunities to learn outside of the classroom.

Trips and visits bring the curriculum alive. For example, fossil hunting and visits to the local museum. Musical performances celebrate pupils' talents.

Pupils learn how to stay active, enjoying sport for fun and competition.

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

The trust prioritises reading. Children learn phonics as soon as they start school in Reception.

All adults receive training and coaching on how to deliver early reading sessions. Most staff use effective strategies to ensure that pupils learn sounds securely. Pupils read books that match the sounds they know so they increase their accuracy and fluency.

The school provides additional support for pupils who need help to catch up or keep up with their peers. Pupils are read to regularly, sharing stories to interest and light their imagination. For example, inspired by a story, children in Reception draw and write about their own magical plants.

Pupils are keen to recommend books to eachother and this love of reading continues into events such as Reading in the Wood.

The school has developed an ambitious curriculum. It has been sequenced to ensure that pupils from Reception to Year 6 build their knowledge and understanding.

Most subjects have clearly set out the important knowledge and vocabulary that pupils should learn. Where the curriculum is delivered as intended pupils are confident about their learning, remembering themes and concepts over time. For example, older pupils can talk about how they use what they have previously learned in music to create their own compositions.

However, when the planned curriculum is not followed as closely pupils do not revisit important knowledge or make links between topics covered. Consequently, pupils do not recall their previous learning as well as they might.Formal assessments check pupils' knowledge and understanding.

However, opportunities for checking understanding between these assessments are less well established. This means that sometimes there is insufficient adaptation of the curriculum to meet the needs of all pupils. For example, pupils who have already grasped concepts may not learn more complex ideas swiftly enough.

While others may have gaps in their knowledge that remain unresolved.

The school accurately identifies pupils with special educational needs and/or disabilities (SEND). Adults know pupils well as individuals.

The recently opened Hub resource base support pupils effectively with individual bespoke intervention and care plans. They learn the curriculum and engage in extra-curricular activities alongside their peers.

The personal development curriculum teaches pupils how to keep themselves safe and well.

Pupils are confident how to stay safe when online and learn strategies to help their own mental health. For example, they learn through visits to the 'affirmation station' where pupils celebrate their strengths. Pupils learn about healthy relationships and how their bodies are changing in an age-appropriate way.

Pupils are preparing for adult life by learning about values such as democracy and tolerance. From Reception, children learn about how to work with others collaboratively, reinforcing the community feel of the school.

Leaders are considerate of the workload and well-being of staff.

Those responsible for governance have an accurate understanding of the schools' strengths and areas for development. The trust provides the school with challenge and support to continue to improve the school for the benefit of all pupils.

Parents are positive about the school.

They appreciate the care and support their children receive. The school encourages parents to be part of school life. For example, parents are encouraged through the community garden and reading workshops.

The school, families and the wider community work together to provide opportunities to improve the lives of pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The planned curriculum is not always implemented as intended.

This means that pupils do not all have the same opportunities to develop their knowledge, skills and understanding. The trust and the school should ensure that the curriculum is implemented as intended in all subjects. ? At times, assessment is not informing future planning and curriculum adaptations.

As a result, some pupils are moved on too quickly and others not quickly enough.Consequently, pupils don't learn as well as they might. The trust and the school should make sure that assessment information is used to inform future implementation of the curriculum.