CofE School of the Resurrection

Highlights from Latest Inspection

What is it like to attend this school?

Pupils like coming to this school. They enjoy learning, and they know that staff will look after them and keep them safe. Pupils trust staff to support them when they have worries or when problems arise.

Leaders deal with bullying and other inappropriate behaviour effectively. This helps to ensure that pupils feel safe in school.

Expectations are high.

Pupils know that staff expect them to be 'ready, respectful, safe and kind', as spelled out in the 'Resurrection Way'. Pupils also know they are expected to give their best in lessons. Pupils rise to the school's high expectations.

They behave well and work hard. They learn effectively from Nursery to ...Year 6.

The school's ethos is based on clear Christian values.

Diversity is celebrated. Pupils value and respect others, including those who are different from them in some way. They have a clear sense of right and wrong.

They discuss and debate in a sensible and mature manner.

Pupils value the wide range of extra-curricular activities that the school offers them. Many learn musical instruments and sing in the choir.

Sport, including tennis and squash, is popular. Older pupils enthusiastically told inspectors about the debating and book clubs they attend.

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

Leaders and staff have worked hard over recent times to revise the curriculum.

Pupils study an appropriate range of subjects in all classes. Leaders have thought carefully about the curriculum's content and the order in which topics are taught. The curriculum in the early years prepares children well for Year 1.

Pupils' learning builds well from year to year in all subjects.

Teachers deliver the curriculum effectively. For example, teachers have good subject knowledge.

They are clear about what they want pupils to learn and remember in each unit of work that they teach. However, some aspects of curriculum delivery are not as consistently effective as they could be. Teachers' explanations of new content are not clear sometimes.

This can slow pupils' learning.

The school's approach to assessment is sensible and fit for purpose. For example, leaders are increasingly able to use assessment information to adapt future content.

However, teachers' checks on how well pupils are learning are not consistently effective. Therefore, staff are not always aware of pupils' misconceptions or the material they have not understood. Again, this sometimes slows pupils' learning.

Leaders have made reading a high priority throughout the school. Children begin to match letters and sounds in the Nursery Year. Phonics is taught each day from the start of the Reception Year.

Teachers and teaching assistants have good levels of expertise thanks to the comprehensive training that leaders have provided. Teachers regularly assess pupils' progress. Pupils who are falling behind are given high-quality extra support, which helps them to catch up.

Consequently, most pupils become proficient readers. Moreover, pupils enjoy reading. Many pupils told inspectors about the books they were reading and why they were enjoying them.

Pupils with special educational needs and/or disabilities (SEND) are supported well. Leaders identify their needs accurately. Often, this happens while children are in the early years.

Staff provide effective support, in class and through additional one-to-one or small-group intervention. Consequently, pupils with SEND study the same curriculum as their classmates, and they learn effectively.

Almost all pupils have excellent attitudes to learning.

They are studious and keen to do well. Attendance is consistently strong. A very small number of pupils present challenging behaviour at times.

Some other pupils are frustrated by this. Inspectors concluded that staff manage challenging behaviour well. They ensure that pupils are supported well and that disruption to learning is kept to a minimum.

The school's work to promote pupils' personal development is highly effective. The personal, social and health education (PSHE) curriculum shares the strengths found in other subjects. Pupils learn about British values and how these are exemplified by famous individuals.

For example, pupils explained to inspectors why democracy is important. They cited Manchester-born Emmeline Pankhurst as an important historical figure in securing women the right to vote.

The school's staff form a committed team.

They appreciate the clear direction and leadership provided by senior leaders and governors. In particular, they value leaders' efforts to ensure that workload has been manageable during a time of intense curriculum development. They recognise leaders' and governors' investment in the development of staff expertise.

Leaders are involving parents in their children's education effectively. Parents enjoy and value the regular 'family time sessions', where they learn alongside their children. Staff help parents of children in the early years to encourage learning at home.

Safeguarding

The arrangements for safeguarding are effective.

This is a school with a strong culture of keeping pupils safe and caring for them. Leaders have trained staff thoroughly.

Consequently, staff understand their safeguarding responsibilities and are confident in spotting the signs that pupils might need extra help. Leaders are tenacious in ensuring that pupils get the support they need in a timely manner.

The PSHE curriculum helps pupils in all classes to learn how to keep themselves safe.

They learn how to stay safe when using the internet. They learn, in an age-appropriate way, about healthy relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, teachers do not present and explain new content clearly.

When this is the case, pupils do not understand these concepts as quickly and securely as they could. Leaders should ensure that teachers consistently present new material effectively. ? Teachers' use of assessment is not as effective as it could be.

At times, teachers do not identify and address pupils' misconceptions and gaps in their learning. When this is the case, pupils do not learn as effectively as they should. Leaders should ensure that teachers use assessment consistently well.