Saint Augustine Webster Catholic Voluntary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Saint Augustine Webster Catholic Voluntary Academy are happy and safe. They are proud of their school. Pupils attend well and come to school eager to learn.

Lessons are rarely disrupted by poor behaviour. Pupils are kind to each other and bullying is not tolerated by either staff or pupils.

Since the previous inspection, the school has continued to improve rapidly.

Leaders' expectations are high. The school has a clear understanding of the barriers that some pupils face. They ensure that these do not prevent pupils from thriving at school.

Following checks made recently by leaders, improvement plans to improve the quality of education are u...nderway. They recognise that some areas of the curriculum, including the early years, can improve further.

Pupils take on various roles and responsibilities across the school.

These include being part of the chaplaincy team, and reading and sports leaders. Older pupils are proud to help younger children in the school. Pupils make a tangible contribution to school life through these roles.

This contributes strongly to pupils' personal development.

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

The school is determined to provide the best education and care for pupils. The curriculum is ambitious for all.

It outlines the most important knowledge that pupils need to learn in each subject. In most subjects, pupils learn more, do more and remember more over time. Teachers help pupils to practise and remember their prior knowledge, skills and vocabulary across most subjects.

However, there is a small number of subjects that are still developing. Where this is the case, pupils do not learn and remember the curriculum fully.

The reading curriculum is well organised and sets out what pupils should know and by when.

Pupils who are at the early stages of reading or who speak English as an additional language receive the support they need. Through their time at school, they become confident and fluent readers. Staff training ensures that there is a consistent approach to the teaching of phonics.

Children in the Nursery class learn to identify the sounds they can hear in the indoor and outdoor learning environments. The formal phonics programme starts as soon as children join the Reception class. Pupils read books that match the sounds they know.

Older pupils enjoy reading their class novel with their teacher.

Teachers check that pupils have understood what they have been taught. However, they do not use this information consistently to inform their teaching.

This means that some pupils have misconceptions that are not addressed.

The school ensures that the needs of pupils with special educational needs and/or disabilities (SEND) are identified accurately by well-trained staff. Staff receive appropriate training to enable them to tailor their delivery of the curriculum.

Pupils with SEND learn the same ambitious curriculum as their classmates. Where necessary, pupils benefit from well-considered intervention programmes. The impact of these is monitored closely by leaders to ensure that pupils with SEND make significant progress from their different starting points.

Staff in the early years have designed a curriculum that supports the children's needs well. During adult-led sessions, pupils learn important knowledge that prepares them for the next stage of their education. However, the children do not have the opportunity to practise and embed what they have been taught when they move into independent activities.

The relationships between adults and children are strong. Children show positive attitudes towards their learning. They are developing the behaviours they will need to move seamlessly into key stage 1.

The school's high expectations and established routines ensure pupils' excellent behaviour. Staff help pupils to develop a mature understanding of relationships and feelings. They model the nurturing and caring behaviours that they want pupils to demonstrate.

Respectful, positive relationships are evident between all adults and pupils. Pupils attend school regularly. They enjoy school and do not want to miss out on vital learning.

Leaders monitor pupils' behaviour and attendance incisively and are immediately responsive to any concerns.

There is an extensive range of opportunities which cater exceptionally well for pupils' wider development. These opportunities help pupils to develop their sense of responsibility.

For example, they can become play leaders and/or organise events to raise money for charities and good causes. Pupils' spiritual, moral and cultural development is enhanced through a cohesive programme of assemblies that complement the taught curriculum. Leaders have a genuine commitment to ensuring that pupils access a wide set of experiences during their time at school.

Recently, these have included participating in a local speech and drama festival. Leaders also provide well for pupils' mental health, with activities that help them to manage their emotions and the opportunity to talk to adults if they are worried.

Leaders have an ambitious vision for the school.

They lead with integrity and with a sense of moral purpose. The school is well supported by colleagues from Our Lady of Lourdes Catholic Multi-Academy Trust. Staff feel that they are well trained.

The school considers their workload. Leaders and those responsible for governance have led the school's significant improvement in recent years. This improvement is evident in all areas of the school.

Governors provide effective challenge and support to school leaders. The school is already addressing important priority areas, such as the quality of education and the early years, to ensure that they continue to improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment is not used consistently to inform teaching. This means that sometimes pupils' misconceptions are not addressed. The school should ensure that teachers use assessment to inform their teaching and address any misconceptions that pupils have.

• Some activities and resources given to children in the early years do not reinforce the new knowledge that children have been taught. As a result, opportunities for children to practise and embed new knowledge and skills are missed. The school should ensure that the activities and resources children access independently give them the opportunity to practise and embed what they have been taught.