St Andrew’s CofE Primary School

Highlights from Latest Inspection

Outcome

St Andrew's CofE Primary School continues to be a good school.

What is it like to attend this school?

Pupils at St Andrew's are enthusiastic, confident and determined. They are happy in a nurturing, supportive environment. Pupils display a readiness and eagerness to learn.

In most subjects, pupils learn well and are able to describe their learning in detail. Pupils are proud of their achievements and their school.

Pupils know that staff have high expectations of how they should behave.

Pupils learn from adults how to be well mannered and kind. Most pupils respond to these expectations and behave well in lessons. Pupils are respectful of each other and adults.
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Pupils know what bullying is and recognise it rarely happens. Pupils trust staff and are confident that staff will resolve issues. Pupils look out for and care for each other.

This helps them to be safe in school.

Pupils have access to a wide range of experiences to enrich their learning. Older pupils shine when they have the chance to get involved in leadership roles, such as by helping escort younger pupils to the local church.

The 'Active Crew' plan and deliver a range of lunchtime events. These include organising sporting activities or leading group dance sessions. Younger pupils enjoy these activities and see the older pupils as role models.

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

Leaders prioritise reading. Leaders have ensured that all teachers are trained in the adopted phonics programme. Teachers deliver the programme with consistency.

In Nursery, children learn to recognise sounds, syllables and rhyme. In Reception, children begin to sequentially learn the sounds that letters make. Pupils in Key Stage 1 progress through more complex combinations of letters and sounds.

Pupils use their phonics knowledge when they encounter an unknown word.

Leaders are quick to identify pupils who may be falling behind. They ensure pupils receive support to help them keep up.

Most are becoming confident and fluent readers. Pupils enjoy their class novels and the opportunities to explore stories. They can explain, in detail, plots, characters and the emotions created by events.

Leaders of the early years have worked with subject leaders to plan a curriculum that runs from Nursery to Year 6. Staff expertly weave knowledge and vocabulary with children's interests, helping children learn. Children are well prepared for Key Stage 1.

Teachers in Year 1 use their understanding of what pupils have learned in the early years to help pupils build on existing knowledge.

In most subjects, leaders have consistently embedded the curriculum aims and delivery across the school. Pupils can describe what they have learned in detail, linking knowledge from different subjects together.

In a few subjects, pupils know they have learned something, but they cannot explain what they have learned. Their knowledge is not secure, and they mix up different bits of information.

Teachers provide clear models that set out how pupils should complete an activity.

They use assessment strategies to check that pupils understand, spotting and fixing misconceptions quickly. Consequently, pupils successfully complete tasks.

Staff have high expectations of pupils with special educational needs and/or disabilities (SEND).

Leaders involve teachers, pupils, parents and appropriate specialists to identify how to help pupils. Adaptations made by teachers to structure learning help pupils progress in line with their peers. Some pupils access learning in 'The Cam'.

They learn and develop new skills in an environment that matches their individual developmental stages. Leaders ensure that these pupils engage in the full life of the school. They play with their classmates and they have access to the full extracurricular offer.

These pupils learn in some lessons, such as art and physical education, with the rest of the class.

Teachers manage behaviour consistently and fairly. Pupils are generally respectful and talk kindly to each other.

Bullying is rare, but when it happens, leaders deal with it in a timely fashion. Despite leaders' work, some pupils miss too much time in school. They miss elements of the curriculum which leads to gaps in their knowledge.

Pupils enjoy a range of experiences that enrich their understanding. For example, as part of science week, the Royal Ordinance Corps were demonstrating to pupils how they use robots. Pupils have access to a wide range of extra-curricular activities, including sports, creative arts and engineering, which nurture pupils' talents and interests.

The 'Young Voices' group, where pupils learn to sing and prepare to perform at a large venue, is extremely popular.

Staff value the training that is offered by the school. The trust's subject communities support staff to develop their subject specific knowledge.

Leaders are approachable and listen to concerns. Staff value the consideration that leaders, governors and trustees give, to how initiatives impact on workload. Staff are highly motivated.

Safeguarding

The arrangements for safeguarding are effective.

Leaders oversee robust and effective training and reporting systems. Staff rapidly identify and report concerns to leaders.

Leaders take action on these reports appropriately. Leaders proactively engage with families and appropriate external agencies. The trust and local governing body monitor leaders' and staff's work in this area diligently.

There are suitable checks for adults working or volunteering in the school.

Pupils learn how to keep themselves safe through the personal, social and health education curriculum. Pupils learn how to stay safe online through their computing curriculum and events, such as online safety day.

All pupils know they can speak to a trusted adult if they need help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The intent and implementation of some curriculum areas is not as embedded as others. In these subjects, pupils' knowledge is not as secure as it is in other areas.

Pupils are not able to explain what they have learned. They confuse bits of knowledge and build misconceptions. Leaders need to ensure that all teachers understand the aims of all curriculum areas and teach them consistently well.

• Too many pupils miss too many sessions in school. The result of this is that gaps appear in pupils' knowledge. These pupils fall behind their peers.

Pupils who are absent are not able to consistently achieve the aims of the curriculum. Leaders need to ensure that all pupils attend school regularly and have access to the full curriculum offer.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually, this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good on 11 and 12 October 2017.

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