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This school opens its doors and welcomes in every child. Pupils whom inspectors met told them how they feel safe at the school, and how 'everyone has a big heart'.
Pupils were very keen to explain how they are both listened to and appreciated. As another pupil explained: 'Everyone gets to be who they are here.' Pastoral support is of an exceptional quality.
The MACAWS facility helps those who are vulnerable, distressed or in need of assistance with their mental well-being so that they are ready to learn.Pupils get on very well together, and bullying is rare. When it occurs, staff sort it out fairly and without delay.
Pupils know that staff have their best int...erests at heart, and want them all to reach their potential, both socially and academically.Pupils like their lessons greatly. Teachers make them interesting.
As a result, pupils listen and learn. Teachers help those who need help with their reading to catch up. Pupils learn to calculate with accuracy, write creatively and find out about friction in science.
They study different cultures and faiths.Pupils leave the school keen and ready for the next stage of their education.
What does the school do well and what does it need to do better?
Senior leaders want all pupils to flourish and to reach their potential.
They have designed a bespoke curriculum to meet the needs of all pupils. Staff include everyone. They give those with special educational needs and/or disabilities high-quality support to learn the same things alongside others.
Pupils receive a good, rounded education. Staff help those who need to catch up with their reading. They provide extra opportunities each day for them to read.
They give them guidance to learn their phonics. Pupils then become confident and fluent in reading. Pupils' mathematical knowledge also builds well over time.
This is because, as in other subjects, lessons are set out in a logical order. There is ample practice, so pupils do not forget. They are able to answer a teacher's challenge to prove that 55 cannot be a multiple of four.
In science, pupils use terms such as 'independent variable' when investigating the dissolving of sugar. They learn about the things different cultures have in common through, for example, studying festivals around the world.Teachers deliver lessons effectively.
They ask pupils questions and give them quizzes to find out what they know and to check their understanding. Where pupils are unsure or make mistakes, they explain the correct answer to them. Teachers' assessments have helped to show the gaps in pupils' knowledge that have emerged due to the COVID-19 pandemic.
Where pupils have missed some things, or forgotten them, teachers are helping them to learn these. Senior leaders now need to give all subject leaders guidance to make the curriculum even better.The school is a place of orderly learning.
Pupils do not disrupt lessons. They listen respectfully and follow instructions. They work hard and cooperate well.
Pupils also behave well outside classrooms. They move about the school calmly but are excited for their next lessons. They follow the 'Mr KFC' school rules and love saving their points to spend in the Dojo Den.
Pupils' personal development is outstanding. Staff teach pupils to know about the Oxfam Global Goals and this helps pupils to have a deep understanding of their place in the world. They compose letters with conviction about deforestation and learn in depth about the meaning of respect.
They can speak, unprompted, of the need for compassion and explain how 'trust is the foundation we build friendships on.' There is high take-up of a range of school clubs and opportunities, including community tasks to save the Roughfields play area. The Year 5 mental health champions help others who are worried or sad.
Senior leaders have the strong support of staff. Staff believe they are treated with respect and helped with their workload. They are proud to work at St Andrew's.
Parents are also highly positive about the work of the school.
Safeguarding
The arrangements for safeguarding are effective.
Staff are vigilant for any signs that a pupil could be being harmed.
They understand the importance of reporting a concern to senior leaders. The school's records are well kept and show that senior leaders take appropriate actions in response to any concerns. They do all they can to help pupils, including working with outside agencies.
Pupils say that they can approach a staff member if they are worried. Those who have done this say staff always help them. Parents also say that their children are safe at the school.
The school has appropriate procedures for managing any allegations and for safer recruitment.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Not all subject leaders are able to support further improvement of their subject as well as they might. Not all receive the guidance they need to undertake their roles with the highest level of effectiveness.
The overview and knowledge they have of the planning and delivery of their subject across all classes is not yet consistently precise. As a result, they are not always able to identify and attend to any minor inconsistencies in their subject's design or delivery, or to support a colleague to improve further in an aspect of it. Senior leaders should ensure all subject leaders receive any guidance and support they need to aid further refinement of the curriculum.
