St Andrew’s Church of England Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are engaged and enthusiastic about their learning at this rapidly improving school. Since the new headteacher joined the school, expectations of pupils' behaviour and academic progress have increased.

Most adults in the school now have high expectations for all pupils. Behaviour in classrooms and around school is calm and orderly. Pupils are polite and courteous to each other most of the time.

Pupils learn how to stay safe online and in the community. They learn about trusted adults and who they can speak to if they have concerns. There is a strong safeguarding culture at the school.

Bullying is rare and, when it does happen, the adults in school deal ...with it effectively. Pupils feel safe at school.

The school has worked hard to develop the curriculum this year.

Pupils now access a curriculum that is ambitious and covers the breadth of the national curriculum. However, pupils still have gaps in their knowledge from previous learning. As a result, some pupils are not fully prepared for the next stages of their learning.

Pupils have access to a range of extra-curricular clubs. These include sports, music and art. Pupils take part in visits to local museums to enrich their learning.

Parents commented positively about the extra-curricular opportunities at the school.

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

Published outcomes in September 2023 were significantly below national averages in a number of areas, including mathematics and phonics. The school has responded to this by reviewing all areas of the curriculum.

The curriculum is now ambitious for all its pupils, including those with special educational needs and/or disabilities (SEND). It is well sequenced and builds knowledge logically over time. The school has provided training for subject leaders and teachers to help them review and deliver the curriculum.

As a result, teachers are choosing better activities to deliver the curriculum and the quality of work in pupils' books is improving.

The development of early reading and phonics has been a priority this year. The school has increased training for staff who deliver phonics.

As a result, teacher subject knowledge and delivery has improved. However, there are still some inconsistencies in the delivery of the phonics curriculum. As a result, some pupils are not securing phonics knowledge as quickly and effectively as they could.

The school effectively identifies children who are falling behind expected levels of progress in phonics. These children receive daily interventions in line with the gaps in their knowledge. The quality of these interventions has improved this year.

The school effectively identifies pupils who may need extra support for SEND. Teachers work with parents and carers to put together a support document for all pupils with SEND. Teachers use this information to adapt their teaching so that all pupils can access the curriculum.

Pupils with SEND are well supported at this school.

The school has introduced a new behaviour system this year. Pupils behave well across school.

Low-level disruption is rare. When it does happen, teachers use the behaviour system consistently. Pupils think the system is fair.

Pupils attend well. Leaders use a structured system to monitor attendance. They challenge and support families and pupils when appropriate.

Leaders have, rightly, identified a small group of disadvantaged pupils who are persistently absent more than their peers. There has been a significant reduction in these numbers this year.

Pupils follow a well-planned scheme for personal development.

Pupils have opportunities to discuss and debate key issues. They learn about fundamental British values and protected characteristics in weekly assemblies and personal, social and health education lessons. Pupils can apply for leadership roles in school from Year 1.

These include global ambassadors, the school council and worship leaders. Global ambassadors undertake projects in the local community, for example raising money for a local homeless shelter.

The school has implemented a new curriculum for early years.

The curriculum is well designed to meet the needs of the children. Taught sessions are well structured, and children are mostly engaged. The environment in early years does not currently effectively support this curriculum.

As a result, staff miss opportunities to promote learning through the environment.

Leaders have worked at pace to implement many changes this year. These changes have had a positive impact on all areas of the school.

Leaders know there is still more work to do. The school is working to ensure that leaders at all levels have the knowledge and confidence to contribute to school improvement. Governors have recently undertaken training so they can more effectively support school leaders in their journey of improvement.

The local authority and the Diocese are working closely together to support the school. Leaders at all levels are committed to the continued improvement of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The delivery of phonics is not yet consistent. As a result, some pupils are not securing phonics knowledge as quickly and effectively as they could. The school should continue its work to ensure that all members of staff can identify pupils not using pure sounds, use the language of the scheme and regularly assess pupils on a lesson-by-lesson basis using the techniques of the scheme.

• Some pupils have gaps in knowledge from the previous curriculum. As a result, they are not fully prepared for their next stages of learning. The school should work to identify and fill any gaps in pupil knowledge, so that pupils are fully prepared for their next stages of learning.

• The environment of early years is not yet fully developed. As a result, there are missed opportunities to fully support children's understanding of the curriculum. The school should continue its work developing the environment so that children can continue to learn the curriculum when accessing the provision area.

Also at this postcode