St Aidan’s Catholic Primary School, Wigan

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this happy, aspirational school where everyone wants the best for them.

Pupils' positive experiences are reflected in their eager smiles and the enthusiasm they show for learning.

Pupils forge strong relationships with the staff and with each other. They are encouraged to talk about any of their worries.

Pupils are offered the support they need to flourish. This helps them to feel safe and secure.Pupils are keen to reach the school's high expectations of them.

Their behaviour around school and their attitudes to learning are exemplary. Pupils, including those with special educational needs and/or disabilities (SEND), achieve highly i...n many subjects. This means they take the next step of their education with confidence.

Pupils are well mannered, friendly and articulate. They appreciate the sports clubs they can attend and value enrichment experiences such as trips to theatres, zoos and museums. Pupils carry out a range of special responsibilities.

They are mutually supportive of each other and proud to make an active contribution to the success of their school. Pupils' desire to make a positive difference extends to the local community through their committed support of charities such as food banks.

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

The school's curriculum is broad, stimulating and ambitious for pupils, including pupils with SEND.

The curriculum has been reviewed recently to take into account pupils' routes through the school as part of several mixed-age classes. The school ensures that all aspects of the national curriculum are covered without unnecessary repetition.

The important curriculum content, including subject-specific vocabulary, pupils need to learn has been identified.

This content is ordered carefully so pupils can build on previous learning when presented with new ideas. Consequently, pupils can progress through the curriculum with confidence, knowing more and remembering more over time. They gain a rich body of knowledge in many subjects.

However, throughout the school, some pupils cannot form letters accurately or write legibly. This hampers their confidence and fluency when writing.

In most subjects, teachers receive expert guidance and helpful information about how to deliver the curriculum effectively.

The school's particular focus on developing vocabulary supports pupils' memory of prior learning. Teachers generally check pupils' understanding carefully and address any misconceptions swiftly. However, there are times when the independent activities selected by the school do not move pupils' learning forward.

This sometimes hinders pupils' achievement.

In the early years, children's communication, language and spoken vocabulary are given high priority. As soon as they start in the Reception class, children quickly learn to recognise sounds and their corresponding letters.

Reading is at the heart of the curriculum. Staff are well trained in teaching phonics, and they deliver the structured programme consistently well. Pupils who struggle to keep pace with the programme are given targeted help by highly skilled staff.

Pupils catch up quickly. As a result, almost all pupils become confident and accurate readers before the end of Year 2.

As pupils progress through the school, they learn to read a carefully balanced range of poetry, fiction and non-fiction texts with increasing fluency and comprehension.

They become enthusiastic readers who are eager to talk about their favourite books and authors. Pupils' strong proficiency in reading contributes greatly to their achievement in other subjects.

The additional needs of pupils with SEND are identified early and accurately.

Teachers use an increasing range of strategies to ensure that these pupils learn the same ambitious curriculum as their peers and achieve well. Pupils with more complex needs benefit from high-quality personalised support in the school's tailored provisions 'The Nest' and 'Branches'.

Pupils' behaviour is excellent.

The tone is set in the early years where children learn to share and play happily with their friends. They quickly respond to the clear routines and concentrate well on activities. These firm foundations of positive learning behaviour are built on throughout the school.

Classrooms and playgrounds are harmonious places to be. Pupils behave exceptionally well, which means everyone can learn free from distractions.

The school provides a range of opportunities for pupils to develop their understanding of the wider world.

Pupils adopt a mature and thoughtful approach to discussions on important themes such as democracy and equality. Pupils demonstrate empathy for others and understand that everyone should be treated with respect. They are well prepared for their future lives.

Governors bring wide-ranging expertise and considerable experience to their roles. Staff value leaders' consideration of their workload and well-being. Parents and carers are resoundingly positive about the school and convey appreciation for all the staff do to support their children.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, the learning activities selected by the school lack a clear purpose. They do not help pupils to learn all that they can.

This can sometimes hinder pupils' achievement. The school should ensure teachers receive the support and guidance they need to design effective subject-specific approaches and activities. ? The school's expectations for pupils' handwriting are not high enough.

Some pupils have not mastered legible and accurate letter formation by the time they leave Year 6. This hinders their writing fluency, communication and confidence. The school should clarify expectations for the development of pupils' handwriting skills and ensure pupils develop sufficient fluency and stamina in their independent writing across the curriculum.