Holy Cross Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils of all ages learn and play together happily. Whether sitting and chatting over lunch, or playing tennis at playtime, older pupils include the youngest in all they do. Many pupils have joined the school recently.

These pupils are made to feel welcome. They quickly become part of the school community.

Adults expect pupils to work hard in lessons and behave well, which most do.

Many pupils strive to be 'star learner' of the week. They delight in receiving this award in assembly, sharing their achievement with the wider school community.

Pupils are proud to carry out roles, such as being a school ambassador, sports leader or library monitor.
<...br/>They take these responsibilities seriously. Opportunities such as the annual Christmas sleepover, taking part in sporting competitions and attending a range of clubs are enjoyed by pupils. These opportunities, coupled with a range of trips and visits, provide pupils with chances to develop independence and experience the world beyond the school gates.

Pupils are guided to stay physically healthy. They learn ways to support their mental health and well-being. Pupils know it is best to share worries or concerns when they have them and not keep these to themselves.

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

Since the previous inspection, leaders have worked with skill and determination to merge two school communities into one. They have established a clear and shared vision, values and ambition. Everyone is proud to be part of the school community.

Leaders and the trust have brought significant improvements in curriculum development and building the leadership capacity of the school.

Pupils remember important knowledge across many subjects because teachers teach the curriculum in a sensible order. Pupils build new knowledge on what they already know.

This means that, over time, they develop a broad and deep understanding. Children in the early years learn a similarly ambitious curriculum. They develop independence along with the social skills they need as they move through the school.

The youngest children are immersed in language. They enjoy listening to stories, poems and rhymes to help them learn and use many new words. They are well prepared for their move into Year 1.

Reading sits at the heart of the curriculum. Adults are skilled at teaching the youngest pupils to read. This means pupils learn phonics well, enabling them to read more widely and for pleasure as they move through the school.

The recently refurbished library provides an ideal space for pupils to enjoy a book. Those who find learning to read tricky are well supported to help them catch up.

Pupils with special educational needs and/or disabilities (SEND) learn the same curriculum as their peers.

Teachers make careful adaptations to some activities in lessons. Pupils with SEND also receive much additional support. At times, some of this support does not always have the desired effect.

Leaders do not ensure that teachers have specific guidance about what help pupils need. Teachers make adaptions, but these are not always as effective in helping pupils to make the progress of which they are capable.

Pupils generally behave well, meaning the school is a calm and orderly place.

Where some pupils need additional guidance to help them behave well, adults are effective in providing this.

Leaders have employed a variety of means to improve pupils' attendance. Much of this has been successful and is paying dividends.

Despite this, there remain too many pupils who miss too much school. This slows their learning.

The well-considered personal development programme helps pupils develop their understanding beyond the academic curriculum.

Pupils have an age-appropriate understanding of healthy relationships, through the school's well-established relationships curriculum. They celebrate the differences between themselves and others. Along with a range of clubs, trips and visits, pupils raise money for a range of charities.

These opportunities help pupils develop into responsible and active citizens.

Trustees and trust leaders have an accurate view of the school. They provide leaders with effective challenge to spur them on to make the school even better.

Trust leaders are skilled at developing school leaders. They provide well-tailored training and support, for example helping staff to grow the knowledge and skills they need to lead curriculum subjects. Teachers in the early stages of their career are well supported.

Staff are proud to work at Holy Cross. Senior leaders manage the workload of staff well.

Safeguarding

The arrangements for safeguarding are effective.

Adults receive regular and relevant training to help them identify when pupils may be at risk of harm. Adults are vigilant to any signs that may indicate harm. When they have any concerns, they report these without delay.

Leaders take swift and appropriate action to help pupils in need. This includes working with external agencies when needed.

All pre-employment checks are carried out and recorded following the relevant statutory guidance.

Pupils know how to stay safe. This is especially the case when they are online or out and about in the local area.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The individual targets for some pupils with SEND are too broad.

They do not precisely set out what pupils need to know, remember and be able to do as a result of the additional activities they undertake. This means some additional support that pupils receive is not always tightly focused, and they do not learn as well as they could. Leaders should ensure that staff put in place specific, measurable and time-focused support to ensure that these pupils achieve well.

• While there have been some improvements in attendance, a significant minority of pupils are persistently absent from school. They miss too much learning time. Leaders should ensure that their approaches to promoting good attendance are precisely tailored around the needs of pupils and result in these pupils attending school more regularly.