Halsall St Cuthbert’s Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Cuthbert's is a friendly and happy place in which to learn.

The recently established leadership team has developed an ambitious curriculum for pupils to learn. The school mission, 'let your light shine', inspires pupils to achieve the best that they can in most subjects. Overall, pupils flourish academically and socially.

They benefit from many opportunities to explore their interests.

In the early years, children get off to a flying start. They find their learning irresistible.

Across the school, pupils are enthused when learning something for the first time or mastering a new skill. Pupils extend their skills and contribute to the school communi...ty by taking on leadership roles. They support each other well.

Older pupils act as positive role models. Reading ambassadors, for instance, use the weekly 'reading den' to help younger pupils to practise their fluency.

The school has consistently high expectations of pupils' behaviour.

Pupils follow the school routines and conduct themselves well. If pupils struggle to manage their behaviour and emotions, they receive support that helps them to get back on track. The school makes sure that pupils and families know the importance of being in school.

Most pupils attend school regularly.

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

Leaders have established a broad curriculum for pupils to study. In many subjects, such as physical education, pupils achieve very well.

For example, younger pupils explain in detail how to undertake an underarm throw and why it is important to have the opposite leg forward for balance and accuracy. In a few other subjects, where the curriculum is still being refined, the school has not thought carefully enough about the most important knowledge that it wants pupils to learn. This hinders teachers from helping pupils to connect new learning to the things that they already know.

From time to time, this limits what some pupils know and remember.

The school identifies pupils with special educational needs and/or disabilities (SEND) accurately and provides effective support to address their needs. Overall, pupils across the school learn well in the subjects that they study.

They are inspired by the tasks that they are given to do. However, occasionally, the activities that teachers select do not address some pupils' misconceptions or gaps in knowledge sufficiently well. As a result, these pupils sometimes struggle to apply the new concepts that they are learning to what they already know.

In reading, pupils gain the knowledge that they need to become accomplished and fluent readers. In the early years, children receive exceptional support to learn to read. If pupils struggle with reading, staff give them effective support to catch up.

Pupils talk enthusiastically about the books that they read in class. They enjoy the way that their teachers bring these stories to life. Leaders have created a reading culture that inspires pupils to read widely and often.

In the early years, children benefit from an exceptional curriculum. Children build very positive relationships and cooperate consistently well with each other. Staff use their expertise to help children to use new vocabulary and extend their talk.

Children use this language confidently and independently. Staff provide activities for children that motivate them to persevere with new tasks. They ensure that children gain the knowledge they need to be ready for Year 1 and beyond.

Pupils behave well in lessons. Learning is rarely disrupted. Pupils understand that they live in a diverse world.

They link individual liberty with the importance of not causing harm to others. Pupils treat those around them with kindness and respect.

Pupils receive a well-considered personal development offer.

They have a deep understanding of how to stay safe online. The school broadens pupils' experiences by providing opportunities to widen their interests. Some pupils learn musical instruments, for example, while others participate in the many sporting opportunities on offer.

A number of pupils contribute as play leaders. They support others at playtime by helping to set up games and activities. These opportunities inspire pupils to be excellent role models for others in the school.

Governors are very knowledgeable about the school. They have an accurate view of the school's effectiveness. Governors check that leaders are focused on the right things to improve the quality of education for pupils.

The workload and well-being of all staff are priorities for leaders. Staff feel well supported and are proud to work at this school.

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, the school has not identified clearly enough the important knowledge that pupils should learn. This makes it more difficult for teachers to ensure that pupils acquire and remember essential subject knowledge over time. The school should ensure that teachers are clear about the important knowledge that pupils need to learn in these subjects.

• On occasion, teachers do not take into account gaps in some pupils' knowledge when designing learning. This hinders these pupils from building a rich and connected body of subject knowledge. The school should ensure that teachers select activities for pupils that help them to remedy any misconceptions and learn the curriculum consistently well.

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