Duddon St Peter’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love coming to this small, village school. They describe it as kind and welcoming, a place where everyone knows everyone. Pupils feel that the school understands and celebrates them as individuals.

Pupils know that the school has high ambitions for their academic achievement. Pupils are curious learners. They enjoy their lessons, show high levels of engagement and aim to do their best.

They know that staff will quickly spot when they are struggling and provide support. This means that they build their learning securely over time and achieve well across the curriculum.

Pupils understand and welcome the high standards that are expected of their behaviour....

They are calm, polite and well mannered. The buddy system encourages older pupils to model good behaviour to younger pupils. Pupils show high levels of respect to each other and to adults.

Pupils have opportunities to take positions of responsibility such as belonging to the school council or becoming a junior safety officer. They experience a broad range of trips to enhance the curriculum, for example going on a field trip to the beach to look at coastal features in geography. Pupils understand how to keep themselves physically healthy.

They know about risks and how to stay safe online.

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

The school has undertaken significant work to improve the curriculum since the last inspection. The curriculum is now carefully designed, exciting and ambitious in all subjects.

Teachers' subject knowledge has also greatly improved due to the support that they have received. This means that pupils build a wide body of knowledge as they move through the school. They progress well through the curriculum, right from when they start school in the early years.

The school identifies pupils with special educational needs and/or disabilities (SEND) at the earliest possible age. Pupils with SEND are well supported to access the curriculum through appropriate adaptations and support. However, the school does not monitor the progress that those pupils with SEND, but without an education, health and care plan (EHC plan), make in achieving their individual goals carefully enough.

The phonics scheme is delivered with fidelity by well-trained, skilful staff in the early years and in key stage 1. Staff identify pupils who are struggling and give them the help they need to catch up. Pupils have a secure knowledge of the letter sounds they have been taught.

They can blend sounds read books that match their phonics knowledge. Pupils read with fluency, accuracy and expression. Older pupils are confident, enthusiastic readers.

They talked knowledgeably about book and author choices, including more challenging texts.

Teachers now use a range of strategies effectively in lessons to address pupils' misconceptions as they occur. They help pupils to recap and revisit concepts to make sure their previous learning is secure before new ideas are introduced.

Attendance rates are below average. The school's procedures for managing pupils' attendance are not as rigorous as they could be. This means that, even though the school's actions have had a positive impact on reducing the persistent absence of some pupils, many pupils do not benefit from being in school regularly and on time.

The school educates its pupils about different cultures and beliefs, for example through making visits to different places of worship. Pupils know and understand fundamental British values. They have a secure understanding of ways in which people might be different to them and firmly believe that any form of discrimination is wrong.

Leaders at all levels, including governors, have taken the school on a journey of significant improvement. Governors are knowledgeable and have a strong oversight of what is happening in school. They offer support and challenge as appropriate.

The school has a strong community feel. Staff work very much as a team to support each other. They believe that the school is mindful of their well-being, and they welcome the emphasis that is place on supporting their mental health.

Parents and carers appreciate the strong relationships that have been built with school staff. They feel that the school brings out the best in their children.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's work to improve attendance is not as effective as it could be. As a result, some pupils miss out on valuable learning. The school should evaluate what is working well and further develop its procedures to remove the barriers that prevent these pupils from attending school regularly.

• The school does not check the progress that pupils with SEND make towards their individual goals. This limits the school from being assured that pupils with SEND, but without an EHC plan, are learning all they should. The school should ensure it checks how well pupils with SEND are succeeding against their personalised plans.