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St Andrew's CofE (Aided) Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Expectations are high for all in this school, where lofty ambitions are met through a warm and nurturing ethos. Everything the school does is dedicated to finding the best in everyone, both academically and emotionally. Values of courage, respect, curiosity, love and joy permeate school life.
High standards of education have been maintained since the previous inspection. Pupils achieve well across the curriculum and particularly excel with reading. Pupils with special educational needs and/or disabilities (SEND) a...chieve well as a result of impressive support.
Excellent leadership has secured tangible improvements across many aspects of school life. Behaviour and attendance are strong. Personal development is exceptional, enriching pupils' lives with inspirational experiences.
Pupils thrive with frequent opportunities to nurture their unique talents and interests. Music is the beating heart of school life. The choir includes everybody and inspires all.
Everyone gets to learn musical instruments.
Disadvantaged pupils are well represented in every opportunity, including the impressive school orchestra. Trips, visits and experiences are extensive.
Pupils recall memorable encounters including geography field trips, visits to historical sites, residential activities and sports events. Parents and carers rightly say, 'the school goes above and beyond'. One example of extracurricular enrichment involves pupils learning survival skills at the beach.
What does the school do well and what does it need to do better?
Children in early years have settled in joyfully. Transition into school is impressive, helping children to learn routines quickly. Staff quickly identify needs and find essential support to help children flourish.
As pupils move through the school, staff show consistent skill to adapt learning to include everyone. Across the classes, close collaboration and communication pinpoint where specific support is needed. This ensures full inclusion in the school's engaging curriculum.
Every subject is planned with clear knowledge and skills. Leaders ensure that constant professional development keeps teachers highly trained with expert subject knowledge. They impart this knowledge with enthusiasm and clarity.
The school's successful reading programme starts strongly in early years. Well-trained staff teach sounds with precision and skill. They identify any gaps and give effective support to anyone who struggles.
This particularly benefits pupils who speak English as an additional language, who are learning to read impressively. The school enhances pupils' confidence in reading with innovative work on fluency. Pupils, including those with SEND, learn to become skilled and motivated readers.
This success is also seen in writing and mathematics, where the school has driven improvement to ensure success for all. Pupils learn mathematical concepts and apply them in a range of ways. Their writing is accurate, articulate and well structured.
In core subjects, teachers identify errors and give precise feedback to help pupils learn and remember key content over time. However, checks are not used as effectively in some foundation subjects. The school has already identified this priority.
Classrooms are purposeful and industrious. Pupils are respectful, collaborative and kind. They feel empowered to try their best.
Staff celebrate pupils' efforts with positive encouragement. As a result, pupils are highly engaged and lessons are never disrupted. Behaviour is brilliant from early years to the end of key stage 2.
Another success involves attendance. Since the pandemic, there have been challenges with absence rates. However, pupils at this school now attend better than the national average.
Pastoral care and strategic work by the school have particularly improved the attendance of disadvantaged pupils. This means that all pupils attend highly to benefit from the school's rich curriculum and wider experiences.
Preparation for modern Britain is exemplary.
Pupils know how to stay safe online and understand healthy relationships. They have an advanced understanding of equality. This is showcased by the pupil diversity council who work to ensure equality across the school.
Other roles give pupils further responsibility to have a tangible impact on school life. Well-being leaders promote the emotional and mental welfare of all. Year 6 'buddies' partner with children in early years to give them valuable help.
Pupils make a difference to society through an array of fundraising initiatives. Community experiences involve faith leaders, authors and local businesses, boosting pupils' multicultural awareness and aspirations for the future.
Leaders have the best interests of every pupil at the heart of their decisions.
Leaders at all levels are highly dedicated, reflective and effective, promoting consistency and success for all. Staff are happy, proud and well supported. Governors bring extensive knowledge and expertise to provide impressive inspiration, challenge and support.
Parents and carers are unanimous in their praise for the school. One parent represented the views of many when commending the school for helping pupils 'to be the best version of themselves'.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Assessment in some foundation subjects is not fully embedded. This means that feedback to pupils does not always help pupils to achieve as highly in every subject as they do in English and mathematics. The school should ensure that assessment is used effectively across the whole curriculum.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 for overall effectiveness in March 2019.
