Christ Church CofE Primary School

Highlights from Latest Inspection

Outcome

Christ Church C of E Primary School continues to be a good school.

What is it like to attend this school?

Pupils thrive in this happy and supportive school. They are proud of its inclusive ethos and being a member of the 'Christ Church family'. Staff work in very close partnership with parents and carers and the community to deliver a positive experience for pupils.

The school's mission statement of 'have faith, take responsibility, show respect and achieve' is lived out daily by pupils and staff.

The school develops pupils' knowledge and confidence through a broad and ambitious curriculum. Pupils achieve well in their learning, which is also reflected in published outcome...s.

This is because the school has high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils are well prepared for the next stage of their education.

Pupils behave well both in lessons and around the school.

They are motivated and show respect and kindness towards adults and each other. Pupils say that bullying is rare and that if it occurs, it is dealt with swiftly.

The school develops pupils' independence and character.

Pupils take on leadership responsibilities. For example, they can be house captains and help at school clubs. Older pupils listen to younger pupils read.

Pupils appreciate the wide range of clubs they can choose to attend. These include chess, choir, football, squash, and creative activities such as the recently introduced 'beyond blocks' club.

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

Leaders have designed an ambitious curriculum for all pupils, including pupils with SEND.

They have thought carefully about the subject content that they want pupils to learn. The curriculum is carefully sequenced so that pupils' knowledge builds up step by step through the years. For example, in geography, the theme of sustainability is woven through all year groups.

Pupils start learning about the natural habitat and animals in Year 1 and move on to the food chain in Year 2. In the older year groups, pupils start to learn about more complex topics, such as the water cycle and rivers and how they shape our physical and human environments.

Teachers are enthusiastic and have good subject knowledge.

They use effective strategies in the classroom which enable most pupils to know and remember more of what they have learned. For example, in mathematics, pupils confidently convert fractions into decimals by remembering how to use division which they have learned previously. They are then able to apply a new method, which is clearly explained by the teacher, to solve more challenging questions.

In the early years, children develop a secure knowledge of number and pattern in indoor and outdoor environments.

Across the school, teachers generally ask effective questions in lessons and address any misconceptions on the spot. Sometimes, the checking of what pupils have learned is not secure.

This means some pupils cannot connect their learning, and, as a result, they cannot show a deeper understanding of what they have been taught.

The school identifies pupils with SEND with precision. Staff are ambitious for these pupils, who follow the same curriculum as their peers.

Sometimes, teachers need to adapt activities more appropriately to ensure pupils with SEND, or those who are new to learning English, can access the ambitious curriculum.

Leaders prioritise reading across the school. From the start of Reception, pupils learn to read using phonics.

Pupils and those at the early stages of reading develop the phonics knowledge and skills they need to read with fluency. Teachers make sure that pupils read books that match the sounds they know. They quickly identify pupils who are not as confident and put in place a range of appropriate support.

This means pupils, including those with SEND or who are new to learning English, become confident and enthusiastic readers. This love of reading continues throughout the school.

The school has established a well-thought-out and age-appropriate programme to support pupils' wider development.

This well-being curriculum is aligned to the school's Christian faith and values. Teachers explain sensitive topics, such as 'healthy relationships', with care. The school creates a harmonious and inclusive environment in which pupils are taught to respect other faiths and cultures.

There is a strong focus placed on enhancing the curriculum. For example, older pupils take part in a residential trip to Dorset, where they can apply their geographical and historical skills to a new location. Younger pupils have the opportunity to visit Hampton Court and the 02 arena.

Leaders have robust systems for ensuring pupils attend school regularly and on time. They work with families and other agencies to ensure that pupils' welfare is carefully monitored. This means that attendance levels are high and action can be taken if there are patterns of concern.

Staff are exceptionally positive about working at Christ Church. They appreciate how new leaders are taking their views into account when making changes to improve the school even further. Governors know their school community very well.

They hold leaders to account for the quality of education at the school but also consider staff welfare. Parents and carers are very positive about their child's experiences at school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, there are inconsistencies in the implementation of the school's ambitious curriculum. Teachers sometimes do not check that all pupils fully understand what they have been learning. This means that some pupils, including those with SEND or who are new to learning English, are not able to connect important knowledge and skills.

This results in them not achieving as well as they could. The school should ensure all staff develop expertise in the checking of learning and making appropriate adaptations to teaching activities when necessary.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in March 2015.