St Ambrose Barlow Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Ambrose Barlow Catholic Primary school is a place where staff and pupils 'learn to live, love and work together'.

This mission statement is clear in everything that everyone does. Parents agree. As one said: 'The school is centred around ensuring that each pupil reaches their full potential.'

This is the case for every pupil, whatever their needs. As a result, pupils say that they can grow up to be anything they want to be. Their resilience, ambition and high expectations shine through.

Pupils feel safe. They understand what bullying is. Bullying very rarely happens.

If it does, leaders quickly ensure that it stops. Pupils behave incredibly well ...in lessons and around school. They model the school's values and positive attitudes to learning.

Pupils say that they feel listened to.

Leaders ensure that all pupils have access to a range of enrichment opportunities. From becoming 'Mini Vinnies', who show the caring, charitable nature of St Vincent de Paul, to visiting the local library and going on to trips to France, there is plenty on offer for all.

Many pupils enjoy these opportunities.

This is a school where leaders say they achieve 'small things with great love'. Inspectors could not agree more.

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

St Ambrose Barlow Catholic Primary School has experienced recent turbulence. The new leadership team, led by a headteacher with a strong vision and a focus on improvement, has brought about a great deal of change. Parents are pleased with these improvements.

As one said, this has led to a more positive atmosphere for pupils.

Children get off to a good start in Reception. Teachers ensure that children settle quickly into routines.

They learn the expectations for positive behaviour. Teachers plan activities which help children learn the skills they need. For example, children enjoy working together outside, using their senses to identify signs of seasonal change.

Leaders prioritise reading. A new phonics scheme has been introduced. Staff have been trained to deliver it well.

All pupils, including those with special educational needs and/or disabilities (SEND), are taught to read using consistent strategies and high expectations. Pupils relish this. As a result, a love of reading is evident throughout the school.

Leaders ensure that pupils practise reading using books matched to the sounds they are learning. Leaders make sure that pupils' reading development is regularly assessed. They quickly identify those at risk of falling behind, and give them personalised interventions to enable them to succeed.

Leaders are developing the curriculum well. In some subjects, they have clearly identified what pupils should learn. This content has been clearly and logically sequenced.

This helps pupils to build on previous learning and remember more over time. Leaders also ensure that pupils take part in regular quizzes and retrieval activities, which also help pupils to remember key knowledge. However, this approach is not yet consistent across all subjects.

Leaders have identified this. They know that there is still some work to be done. In a few subjects, some teachers do not have strong enough subject knowledge.

Leaders quickly identify the additional needs of pupils with SEND. They are ambitious for these pupils and ensure that there is no barrier to their success. Pupils receive the support they need to succeed.

All pupils happily learn and play alongside their friends.

Pupils' behaviour in lessons and around school is excellent. Pupils and staff say that all pupils try their very best, all the time.

They understand difference, and it is clear that everybody in school treats everyone else with respect. Pupils consistently model the school's values. For example, pupils have recently voted for a school sleepover in support of homelessness.

They want to donate their sleeping bags to charity. School choir members have asked leaders if they can sing carols at the local 'dementia café' at Christmas. Leaders ensure that the range of opportunities on offer are accessible to all.

There have been recent changes to the governing body. New governors are keen to understand their roles and learn how best to support the school. However, governors do not yet fully support or challenge leaders as they drive improvement.

Staff are incredibly proud to work at the school. They value the changes under new leadership and feel part of the team. They know that leaders listen to them and care for them.

Safeguarding

The arrangements for safeguarding are effective.

Leaders prioritise safeguarding. They ensure that all staff receive regular training.

All staff understand and use the agreed systems and processes. All concerns, no matter how small, are recorded and acted on. Leaders are vigilant to risks in the local area.

They ensure that pupils learn how to keep themselves safe, including as they move to local secondary schools.

Leaders ensure that all the required pre-employment checks take place before adults are appointed as staff members. However, governors are not as clear as they might be about their duties in checking some aspects of safeguarding.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? Leaders are in the process of developing the curriculum. This means that in some subjects, there is still work to be done. Leaders should continue to develop their curriculum so that all subjects are well-planned and sequenced and so that assessment strategies already being used well are consistent across all subjects.

• In some subjects, some teachers do not have strong enough subject knowledge. As a result, they sometimes cannot explain content to pupils clearly or select activities that model what they want pupils to learn. Leaders should ensure that they identify where teachers need support to develop their subject knowledge in order to enable all pupils to succeed across the curriculum.

• There has been some turbulence within the governing body. The governing body is not as clear as it might be about some of its responsibilities or how to help the school move forward. Governors should ensure that all members understand their roles and responsibilities and effectively support and challenge leaders to continue bringing about improvements to the school.