St Andrew’s Church of England Primary School, Cromhall

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and well cared for.

They feel safe to talk to a member of staff if they are worried. Pupils readily take on responsibilities, such as being school council representatives or class helpers. Older pupils enjoy being 'reading buddies' for younger pupils.

This develops their understanding of service towards others.

The school has raised its expectations of pupils' achievement. It has started to make improvements to the quality of education.

However, many of these positive changes are recent and need time to embed. Despite this, pupils have positive attitudes to learning. They enjoy sharing books they have read, for example.

Most... pupils behave well and follow routines willingly. Consequently, the school has a calm and orderly atmosphere. Pupils treat each other kindly.

They have warmly welcomed children from Ukraine, for instance. Pupils appreciate how the school celebrates their good behaviour and effort.

The school has started to widen its offer to develop pupils' talents and interests, but it remains narrow.

Nonetheless, pupils do benefit from some extra-curricular activities. They have participated in a local tag-rugby tournament, for example. Some pupils have trained as 'sports leaders'.

Pupils enjoy belonging to their 'house' and competing for points.

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

As much of the curriculum is new, pupils lack depth in their subject knowledge and skills. In some subjects, curriculum planning is not fully developed.

Where this is the case, the school has not outlined clearly the knowledge and skills that it intends pupils to learn over time.

The school knows what needs to improve. For example, it has taken effective action to strengthen the early reading programme.

Pupils now read books which match closely with the sounds they are learning. Those who need it get additional support. Although these improvements are in their infancy, pupils are starting to learn to read accurately and with increasing fluency.

The school has begun to provide professional development for staff to enhance the quality of teaching. In some subjects, teaching now identifies and corrects pupils' misconceptions. However, in other subjects, teaching does not routinely check how well pupils have learned what is intended.

Consequently, gaps in pupils' knowledge are not remedied.

The school identifies accurately the needs of pupils with special educational needs and/or disabilities (SEND). It draws on external expertise and involves parents in planning and reviewing support.

For some pupils, the school makes successful adaptations to the curriculum.Pupils are punctual and have good attendance. Most are committed to their learning and proud of their achievements.

The school provides effective support for pupils who need help to improve their behaviour.

Pupils follow a personal, social and health education curriculum which supports them to learn how to keep themselves safe when online and how to care for their mental health, for example. Pupils learn to respect and celebrate differences between people.

They embraced their recent learning about different faiths and disabilities, for instance. Pupils learn how to contribute to the wider community, such as by raising money for charity and singing for local residents. However, there are limited opportunities for pupils to develop their resilience when things become difficult, and to strengthen their ability to cooperate with others.

Governors and leaders engage purposefully with parents, who speak positively about the improvements that have been made. Governors are beginning to hold leaders more strongly to account. However, they do not have the information they need to gain insight into the quality of education that pupils receive.

Safeguarding

The arrangements for safeguarding are effective.

However, the school does not always record its actions to manage concerns about pupils in sufficient detail. As a result, it cannot fully assure itself that actions are taken in a timely manner and that detailed information is available to share with others if required.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the key knowledge that pupils need to learn and by when is not defined clearly. As a result, pupils do not gain a depth of understanding in these subjects. The school should ensure that it identifies the important concepts that are essential for pupils to know in all subjects.

• The school does not assure itself that the curriculum is having an impact on what pupils know and remember. As a result, governors cannot hold leaders to account for the quality of education that pupils receive. Leaders must check how well pupils learn the intended curriculum and provide governors with the insight they need to provide support and challenge.

• The curriculum does not make a strong contribution to pupils' personal development. Pupils do not have a wide range of opportunities to nurture, develop and stretch their talents and interests. The school needs to provide pupils with opportunities to aid their broader development.

• The recording of safeguarding concerns about pupils is not detailed enough. This means that leaders are not clear whether the actions taken are timely or if information is ready to be shared with external partners when necessary. The school must ensure that detailed information is recorded about the actions taken to manage concerns about pupils.