Capel St Mary Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel proud to attend this thriving, happy school and they enjoy learning. Staff have high expectations.

Most of the time, pupils work with determination and a commitment to do well. The school's mission for every child to come to school to 'care, achieve, persevere, enjoy and learn' is understood by everyone.

Pupils' behaviour in lessons and around the building is calm and orderly.

Pupils are polite and thoughtful in their actions. They are kind and considerate towards one another, taking account of other people's feelings. Bullying is extremely rare.

Pupils show an interest in different faiths and cultures, fostering a respect for each other....Pupils have many opportunities to broaden their experiences beyond the core curriculum. They participate in a range of sports, enjoy performing in front of others and attend clubs.

They go on lots of trips, including residential visits, and this enriches their learning.

The curriculum helps pupils understand the importance of tolerance and equality. Pupils can become school councillors and sports councillors and join the children's university.

These opportunities help build character and develop confidence.

Pupils feel safe in school. They understand how to keep themselves fit and healthy.

Pupils understand the importance of their physical and mental well-being.

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

Leaders and governors have been extremely effective in making improvements following the previous inspection. Reading and attainment had dipped in 2018 but have since recovered.

Working closely with governors, the leadership team successfully implemented clear plans to improve the school. These improvements are being maintained. Pupils are doing well and making good progress.

Leaders have high expectations and share the same strong ambition for all pupils. They make sure that pupils are given work that makes them think hard. Leaders are well on the way to securing a well-planned curriculum.

In some subjects, this work is already having a positive impact. In others, there is more work to be done to ensure that pupils learn as much as they can. Also, many curriculum leaders are new to their roles.

They have not all had enough training or support to help them lead their subjects as well as they could.

Reading is well planned in all classes, including for younger pupils. Staff are well trained in the teaching of phonics.

Younger learners take home books that match the sounds they learn in class. Teachers place a strong emphasis on increasing pupils' vocabulary. Pupils in key stage 2 go on to develop secure reading skills.

Teachers select books that spark pupils' interest. Pupils develop a love of reading. They talk excitedly about the books they have enjoyed.

By the time pupils leave the school, they read very well and are ready for the challenges of secondary school.Senior leaders have made excellent use of the additional support the school has received from the local authority. Leaders have provided teachers with appropriate training, which has raised expectations and improved subject knowledge.

The school's planned curriculum is taught well. When teaching new concepts, teachers give clear explanations. Teachers design activities that help pupils to learn well, matching these carefully to pupils' abilities.

Teachers ask questions to check that pupils have understood what they are trying to learn. Teachers correct pupils swiftly when misunderstandings arise. This helps build pupils' understanding securely over time.

As a result, pupils are motivated to work hard. They show interest in their learning, behave well and concentrate on their work.

Leaders have given careful consideration to the planning of the early years curriculum.

They have created an environment where children explore new things confidently and curiously. Children persevere with the tasks they undertake, showing interest and enthusiasm. Adults provide nurturing care and clear routines that support children effectively.

As a result, children do well during their time in Reception and Nursery.

Leaders have a keen understanding of the challenges faced by pupils with special educational needs and/or disabilities (SEND). They ensure that pupils can fully access what they are trying to learn.

Staff give pupils plenty of time to practise and remember what they have learned.

There are plenty of rich opportunities to enhance pupils' personal development. Pupils learn a great deal about the world around them.

Pupils learn to be respectful of different faiths and cultures, for example by visiting places of worship such as the Shri Swaminarayan Mandir in London.

Teachers enjoy working at Capel St Mary. Leaders do all they can to help staff maintain a healthy work–life balance.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide regular training for staff so that everyone understands their safeguarding responsibilities. If adults are concerned about a pupil, they report this quickly and effectively.

Leaders respond promptly to the information they receive. Leaders keep detailed and well-organised records. Leaders make referrals to external agencies when necessary.

Pupils understand how to keep themselves safe. They learn about the risks they face when using the internet, and how to manage these. Pupils know that they should report anything that concerns them to an adult.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders have started to draw up plans to improve the sequencing of knowledge and skills across the wider curriculum. In some subjects, this work is already having a positive impact on learning. In other subjects, new schemes are still at an early stage.

This means that pupils do not always make as much progress as they should. Leaders should ensure that this work is completed and they should closely monitor the impact to ensure that all pupils are appropriately challenged. .

Many curriculum leaders are new to their roles and they are at different stages of professional development. This means that there are inconsistencies in the quality of support they are able to give to teachers. Governors and senior leaders have implemented a programme of professional development and training for curriculum leaders; however, this work now needs to be given a higher priority.

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