Our Lady and St Hubert’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Our Lady and St Hubert's Catholic Primary School is at the centre of the community.

It is an inclusive and welcoming place. Pupils are enthusiastic and enjoy discussing their learning. They are proud to be part of the school.

The school has high expectations. There is an ambition to provide the best education possible for pupils. Pupils' attendance is tracked rigorously.

As a result, pupils attend well. Children get off to a positive start in the early years. Routines are established straight away.

This helps children to settle quickly when they start school.

Pupils behave well. They are polite and well-mannered.

They show high leve...ls of respect for one another. There is a calm and purposeful environment in classrooms and around the school. Pupils feel safe.

They treat one another with respect. Pupils trust adults to respond quickly to any concerns they raise.

Pupils enjoy taking on leadership responsibilities across the school.

They say that these roles make them feel proud and help them to set a positive example to others. For example, friendship first aiders in the playground support pupils who do not have anyone to play with. As a result, playtimes and lunchtimes are enjoyable for all.

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

The school has designed a broad and ambitious curriculum. It meets the needs of all pupils well, including pupils with special educational needs and/or disabilities (SEND). This starts in the early years.

Subject content is broken down into steps of learning. Pupils enjoy sharing what they have learned. They can recall their recent learning in some detail.

For example, pupils recall historical information about the Egyptian and Mayan civilisations. In some foundation subjects, the school does not always check what pupils know and remember from previous key learning. This makes it harder for pupils to build their knowledge based on what they already know.

As a result, some pupils find it more difficult to deepen their knowledge over time. Where this is currently done well, there are regular opportunities for pupils to recap on previous learning. For example, in history, pupils retain knowledge and build on it, making connections between their current and prior learning.

The implementation of the curriculum is consistent across the school. For example, English lessons follow the same structured approach. This routine enables pupils to learn new skills, practise and then apply these in their independent writing.

Teachers follow consistent teaching routines across the school. These routines help most pupils to access new learning and then apply this to different contexts. However, learning is not always adapted sufficiently for some pupils with SEND in relation to what they know and can do.

As a result, some pupils with SEND do not build upon their knowledge as well as they could.

Reading is at the heart of the curriculum. This starts in the early years, where children learn phonics as soon as they start school.

They quickly gain the knowledge that they need to be able to blend sounds together to read simple words. The reading curriculum is well organised and sets out what pupils should know and by when. All staff have the expertise to ensure that there is a consistent approach to the teaching of phonics.

The school regularly checks pupils' phonics knowledge and identifies those who need extra support. These pupils receive the help they need. Reading books match pupils' phonics knowledge accurately.

The school has developed a system for developing pupils' reading fluency. This is consistently implemented. As a result, pupils develop their reading skills well as they move through the school.

Pupils learn a well-planned personal development programme. This is designed to prepare them for life in modern Britain. Pupils understand about healthy relationships and know what it means to be a good friend.

They know how to keep themselves physically and mentally healthy. Pupils describe the school as a place where 'everyone is equal and welcome'. There is a strong pastoral offer to support pupils' individual needs.

Pupils enjoy the many extra-curricular clubs, trips and enrichment opportunities on offer. The curriculum emphasises the importance of fundamental British values. This is effective and pupils have a detailed grasp of elements such as democracy.

Many parents are very positive about the education that the school is providing for their children. However, a small number of parents expressed a less favourable view of the school. The trust is working with the school to continue to build stronger relationships with parents.

Governors are passionate about the school. They offer a good balance of support and challenge. The school is mindful of staff workload and well-being.

As a result, most staff feel well supported.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Checks on pupils' learning are still being developed in some foundation subjects.

They are not used effectively to check that pupils have remembered the knowledge they have been taught. As a result, pupils do not deepen their knowledge as well as they could. The trust should ensure that checks on pupils' learning are used effectively across all subjects and that this information informs future learning.

• Learning is not always precisely matched to the needs of some pupils with SEND. As a result, these pupils do not always build their knowledge as well as they could. The trust should ensure that pupils with SEND receive precise support to progress as effectively as possible through the curriculum.

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