Holy Family Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Holy Family Primary School is a shining example of a caring, welcoming and happy school.

The school's mission statement of the 'five promises' is at the heart of everything it does. This is an inclusive school where everyone cares for each other and learns together. Leaders have created a supportive and nurturing environment in which pupils are safe and thrive.

This, together with teachers' consistently high expectations, helps pupils to achieve well.

Pupils are polite, well mannered and courteous. They are respectful and value each other's differences.

One pupil, echoing the views of others, told an inspector: 'It doesn't matter what you believe in,... or who you are, we are all the same inside.' Pupils behave sensibly and work hard in lessons. They like having the chance to earn 'mission points' for positive behaviour.

Pupils say that bullying is rare. Staff are quick to resolve any bullying issues that arise.

Leaders organise a range of outings and special events to support pupils' learning.

For example, pupils enjoy their outdoor learning sessions and residential trips. Pupils can also attend school clubs, such as choir and football. Pupils enjoy their responsibilities, which include sports leaders and house captains.

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

Leaders have worked effectively to develop a curriculum that suits the needs of their pupils. In each year group, pupils study a wide range of subjects. In each subject, leaders have considered carefully what pupils need to learn and in what order.

In a few subjects, leaders have not specified the knowledge that pupils need to acquire in each unit of work or topic. This makes it difficult for teachers to work out what pupils should know and remember over time in these subjects. Leaders are sorting this out.

They have plans for this work to be completed by the end of the year.

Leaders have considered how best to help pupils remember their previous learning. Pupils recall their prior learning during the 'meetings' at the start of lessons.

Teachers check what pupils know frequently. This helps them to plan what pupils need to learn next. Teacher model and present new ideas well before pupils practise independently.

This results in an effective and consistent approach to teaching across the school.

Across the school, pupils have access to a wide range of books. They enjoy reading.

Leaders prioritise reading and are determined to make sure that all pupils can read well. In the Nursery, staff read a range of stories, rhymes and books with children and introduce them to phonics. This focus on learning to read continues into Reception and beyond.

Leaders have worked hard to make sure that pupils' reading books are matched to the sounds they learn. This builds pupils' confidence. Pupils who struggle with reading have support to help them catch up.

Pupils with special educational needs and/or disabilities (SEND) are well supported. Leaders and staff work together to identify pupils' needs quickly. Teachers know the individual needs of pupils well and work closely with support staff so that all pupils can access the curriculum.

Pupils show respect for those with SEND. They support them and look after them.

Children in the early years get off to a good start.

There is a sharp focus on developing pupils' vocabulary. The learning environment is purposeful, and children learn well together. Staff make sure that children respect each other and learn about differences and diversity.

For example, children learn bhangra dancing and get to taste Romanian food. Leaders use many skills of the parents and carers to enhance children's learning.

Behaviour around school and in lessons is good.

Pupils know right from wrong and understand why rules are important. They know the importance of keeping everyone safe and of being honest. Pupils' spiritual development is very well promoted through assemblies and prayers.

Pupils elect house captains and take part in charity work. Pupils learn about the importance of respecting everyone and their differences, such as faith and gender. They know that not all families are the same as theirs.

Leaders have organised the curriculum so that pupils are being prepared for life in modern Britain. However, some pupils' understanding of fundamental British values and different faiths is fragile. Pupils know how to keep themselves safe, fit and healthy.

Staff morale is high. Staff feel well supported by leaders and governors. Governors and leaders monitor staff workload and well-being and ensure that staff are not overburdened.

Governors keep a close eye on many aspects of the school, such as the safeguarding of pupils.

Safeguarding

The arrangements for safeguarding are effective.

Staff are highly vigilant, extremely caring and work together to keep pupils safe.

They are well trained and know what to do, who to talk to and how to record any concern.

Leaders act quickly to provide support for vulnerable pupils and their families. Regular meetings of the safeguarding team ensure that the right support is provided at the right time.

Safeguarding is threaded through the 'five promises' of keeping everyone safe and looking after the world around us. Pupils know how to stay safe when using the internet and when out of school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The key knowledge that pupils need to learn in some subjects is not sufficiently well planned and sequenced.

Where this is the case, it is not yet fully clear exactly what knowledge pupils should learn and by when, to build their knowledge over time. However, it is clear from leaders' actions that they are in the process of bringing this about. Leaders should ensure that curriculum thinking for all subjects sets out the knowledge that all pupils, from Nursery through to Year 6, should know and by when.

For this reason, the transitional arrangements have been applied. ? Some pupils do not have a developed understanding of fundamental British values and other faiths and cultures. Leaders should ensure that pupils develop a deeper understanding of these aspects of the curriculum.

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