Cathedral Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school's vision 'many voices, one harmony' is a golden thread that runs throughout the school.

The school expects all pupils to achieve highly. Pupils rise to this and learn well across the curriculum. Respectful and warm relationships with staff enable pupils to flourish.

Pastoral staff check in with pupils to ensure they get off to a good start. Parents unanimously appreciate the support adults provide. As a result, pupils are happy and feel safe.

The school's wider offer for pupils is exceptional. From Reception, pupil passports outline the broad and rich experiences the school provides. These include performing in a cathedral and learning British Sign... Language.

The school teaches pupils to 'use their voice' to make a difference in the world. For example, inspired by the work of the school's 'green team,' pupils held a peaceful protest to raise awareness of climate change.

Around the school, pupils conduct themselves well.

From Reception, children understand the school's expectations and routines. Older pupils move from inside the school to the multiple playgrounds and dining hall in an orderly fashion. Pupils of all ages play well together during social times.

As a result, lunchtime is harmonious and enjoyable for all.

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

The school has designed an ambitious curriculum for all pupils. It has set out the knowledge and skills pupils need to learn.

The training teachers receive from the trust and school supports them to be confident and accurate in the subject content they teach. Teachers skilfully support pupils to build their knowledge well and retain this in their long-term memory. For example, pupils talk confidently about major and minor notes and how dynamics change in different pieces of music.

In most lessons, teachers check on how well pupils are learning. They adapt the curriculum so that pupils with special educational needs and/or disabilities (SEND) learn as well as their peers. However, in a few curriculum subjects, teachers' checks on how well pupils learn the curriculum are not always effective.

Consequently, some pupils have gaps in their knowledge in those subjects.

Reading underpins the school's curriculum. As soon as children join in Reception, they learn to read.

Adults are experts in the teaching of phonics. They quickly identify pupils who are at risk of falling behind. These pupils receive the additional support they need to keep up.

Staff carefully match reading books to pupils' stages of reading. This enables pupils to build their fluency and confidence. The school ensures pupils read a wide range of diverse literature.

It wants pupils to see themselves represented in the texts they read. Older pupils talk enthusiastically about reading. They say that it 'feeds your imagination and helps you to understand the world.'



The school has explicitly identified the vocabulary it wants pupils to know across the curriculum. This supports pupils to use accurate subject-specific vocabulary when they talk about learning. This begins in Reception, where children learn to explore number through careful questioning and interactions with adults.

Older pupils build on these foundations. For example, pupils learn effective methods in mathematics to problem solve when using decimals. Adults encourage pupils to challenge and build on one another's ideas.

This helps pupils to be well prepared for the next stage in their education.

The school is a calm place to learn. Most pupils behave well and live up to the expectations adults set for them.

Lessons are purposeful and most pupils focus on their learning. Pupils attend well. The school swiftly address any small decline in attendance.

The school has explicitly designed the curriculum beyond the academic. Pupils talk knowledgeably about fundamental British values. They make links with their learning and can explain how these values shape society.

Pupils discuss and reflect on social issues, such as the bus boycott. This helps them to understand the importance of respect and equality. All pupils benefit from the opportunities the school provides to develop talents and interests.

These include the chamber choir, rock band as well as sports and art club. Pupils are encouraged to be 'changemakers' through the roles and responsibilities the school provides. Play leaders and eco-council representatives make decisions that bring about positive change.

All of this helps to develop pupils' character.

The trust has a secure oversight of the school. The members of the local governing body carry out their delegated responsibilities effectively.

Trustees and governors have an accurate understanding of the strengths of the school. Staff are supported well to manage their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, checks that teachers make on pupils' learning are not precise and teaching is not always adapted to address gaps and misconceptions. This means that some pupils do not learn as well in these subjects. The trust needs to ensure the school uses assessment to identify the gaps for all pupils, including those with SEND, and use this to inform their future teaching, so that all pupils learn well across the curriculum.

Also at this postcode