Keighley St Andrew’s CofE Primary School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have created an inclusive, nurturing and caring ethos in this warm and welcoming school. The school's core values, which include trust, courage and compassion, are the foundations of this ethos. Staff are excellent role models and relationships between adults and pupils are respectful.

Staff support each other and work very well as a team.

Pupils enjoy their learning and feel safe in school. Staff work hard to keep pupils safe.

The pastoral support pupils receive is strong. As a result, pupils know they can turn to adults if they have any worries or concerns.

Leaders have high expectations of what pupils can achieve.

Staff have worke...d tirelessly and now pupils learn through a curriculum which is made up of a wide range of subjects.

Pupils are respectful, polite and behave well throughout the school day. There are well-established, consistent routines to support leaders' high expectations of behaviour.

Incidents of bullying are rare. When they do occur, pupils know adults are quick to sort out the problems. Most pupils attend school regularly.

However, a few pupils do not and, because of this, they do not fully benefit from the curriculum.

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

Leaders have overhauled the curriculum. Most subjects are now carefully planned.

Subject leaders have identified what pupils need to learn. The curriculum develops year on year from the early years to Year 6. Teachers use 'knowledge harvests' to revisit and build on what pupils have learned in the past.

For example, in a Year 4 geography lesson, pupils used their knowledge of the water cycle when learning about rivers. However, not all subjects are well planned in terms of subject leaders identifying the important knowledge pupils will learn over time. Leaders recognise this and have already started to further develop these subjects.

At the heart of the school's curriculum is reading. Leaders are determined for pupils to develop as confident readers. Staff teach phonics well and are quick to provide support for those pupils who start to fall behind.

The books pupils read contain sounds and words with which they are familiar. Pupils read with expression from a young age. Pupils discussed their favourite authors, for example Michael Morpurgo and C.

S. Lewis. One pupil, reflecting pupils' enjoyment of reading stated 'it takes you on different adventures in your mind'.

Leaders have introduced very clear expectations in terms of behaviour, focusing on pupils, at all times, being ready, respectful and safe. Pupils respond positively to these expectations and behave well in lessons, at breaks and lunchtimes. Staff support those pupils who find it difficult to manage their feelings.

Pupils are respectful of each other. They value and understand everyone's differences. All pupils belong to school 'houses' which are named after the school's values.

Pupils see how these values are brought to life in the day-to-day practices across the school. For example, pupils take on positions of responsibility within the school signifying the importance of 'trust' as one of the school's values.

Pupils with special educational needs and/or disabilities (SEND) are very well supported by well-trained staff.

Leaders quickly identify these pupils' needs. Pupils with SEND now learn successfully in classrooms alongside their peers.

Children in early years learn to look after themselves and to share equipment with their friends.

Staff have planned what children need to learn and they work hard to help children develop their speech and vocabulary. Staff check what children have learned and help those who fall behind. Children are provided with many exciting activities to help their development, both indoors and outside.

Parents are welcomed into school to attend workshops, topic sessions and assemblies.

Leaders manage the school well. They have been steadfast in their actions to improve the school.

Governors are committed to supporting the school and visit regularly. During these visits, they have witnessed, first hand, the improvements leaders have implemented. Staff feel valued by leaders and recognise actions taken to reduce their workload.

Leaders know what to focus on to make the school even better.

Safeguarding

The arrangements for safeguarding are effective.

Keeping pupils safe is the school's highest priority and the responsibility of all staff.

Leaders have developed robust systems to make sure additional support is provided for pupils and their families when needed. Pupils of all ages learn how to stay safe in a range of situations.

Leaders make sure the correct checks are carried out on staff before they start to work at the school.

Governors check on safeguarding procedures to make sure they stay robust.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have developed an ambitious curriculum. Most of the curriculum is well embedded.

Some subjects do not match the quality of the more developed subject areas. Because of this, what pupils know is stronger in some subject areas than others. Leaders should further develop the curriculum so that it is of a consistent quality across all subject areas.

Leaders have focused on attendance, which has brought about improvements. However, not all pupils attend regularly and, as a result, they miss out on essential learning. Leaders should maintain this drive so that these pupils fully benefit from the curriculum on offer.