St Anne’s CofE VC Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have established a calm, orderly environment where pupils are happy, confident and enthusiastic learners. They embody the school's values of 'Ready, Respectful and Safe'. Pupils are proud ambassadors for their school.

They know that staff have high expectations of their behaviour. As a result, there is seldom any disruption to learning. At break and lunchtimes, pupils enjoy playing together in the extensive grounds.

Staff ensure that pupils make the most of the beautiful surroundings with cross-country running, growing vegetables and orienteering. Pupils know that if any bullying occurs it is dealt with effectively by staff. Pupils have great confidence that s...taff will resolve any issues they raise.

Parents appreciate the regular communication from school. They value the online reading and mathematics homework challenges. One parent's view captured the views of many when they said, 'The staff work extremely hard to ensure that all pupils are supported socially, emotionally and academically.

We love the family feel that the school offers.'

In recent years, the standard of education provided has slipped. As a result, pupils have not achieved as well as they could have done.

Teachers' expectations of what pupils can achieve have not been high enough in the past. The recently appointed headteacher and chair of governors are focused on improving the curriculum and strengthening leadership.

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

St Anne's is a school at the heart of its community.

Leaders are working to make sure that the quality of education provided is the best that it can be. Children in the early years achieve well. The curriculum is well considered, and children are well prepared for key stage 1.

Children quickly learn to read fluently. This helps them to make a strong start in Reception. Pupils enjoy reading a wide range of challenging and inspirational texts.

Teachers read to pupils every day. Books are carefully chosen to expose pupils to a diverse range of cultures and experiences.

The school has faced a number of challenges, such as staffing and leadership changes, that have had a detrimental impact on the quality of education.

There is still much to be done to ensure that when pupils leave the school they have achieved to their full potential.

Leaders have identified gaps in pupils' knowledge that need to be filled quickly in mathematics and writing. Plans are in place to address this.

Some areas of the curriculum are less well developed. For example, in the foundation subjects, leaders have not identified clear end points for pupils' learning, and have not considered carefully enough the small steps that pupils need to be successful. The curriculum does not set out precisely what should be taught and when.

As a result, the delivery of the curriculum is inconsistent and does not always meet leaders' intentions. Some pupils are unable to remember what they have learned before. In history, for example, some pupils do not have a clear understanding of chronology.

This hampers the progress they make.

Teachers' use of assessment to identify pupils' next steps is variable. In phonics and mathematics, where clear end points are defined, teachers are quick to identify when pupils have not understood something, and adapt their teaching accordingly.

In other subjects, assessment of pupils' learning is at an early stage of development, so gaps in pupils' learning are not identified and addressed well enough.

Pupils with special educational needs and/or disabilities (SEND) receive effective support. Their needs are identified, and the special educational needs and disabilities coordinator provides support for teachers and other staff to ensure that they can adapt the curriculum appropriately to meet their needs.

Parents appreciate that staff are readily available to discuss their children's needs. Parents say that this has recently improved.

Leaders have ensured that pupils have many opportunities to broaden their horizons.

Residential trips for pupils include city breaks and cultural trips, as well as outdoor adventures. Leaders actively foster positive relationships with the church and the community. Pupils sing in the church, volunteer in the community, visit the local residential home and write to the residents as pen pals.

This helps pupils to develop an understanding of what it means to be an active citizen, making a positive contribution to their community.

The range of after-school clubs offered to pupils is impressive. The headteacher sets an example by leading the school choir.

Staff give freely of their time to help enrich pupils' experiences, offering cultural and social opportunities. The annual cross-country competition is a community event hosted by the school and promotes links across local schools.

The new headteacher leads the school with tenacity and commitment.

However, governors have not acted quickly enough to prevent a budget deficit and a decline in the quality of education. Governors are now working closely with the new headteacher, with support from the local authority, to remedy this. A governance review has been conducted and a strategic plan is now in place to improve the governance.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that a culture of safeguarding permeates all aspects of the school's work. Staff are vigilant.

As a result of updates and regular training, they promptly identify and record signs that pupils need help. Leaders are relentless in following up on concerns that staff report to them, with external agencies if appropriate. There is a real sense that staff care about pupils, and this shows in pupils' attitudes.

They are safe and well cared for.

Leaders carry out pre-employment checks on new staff rigorously. Governors and senior leaders check these records regularly to ensure they are up to date.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured that the curriculum is delivered as intended in all subjects. As a result, pupils do not learn and remember subject-specific knowledge as well as they need to. Leaders must ensure that teachers receive subject-specific training and support so that they can teach the curriculum effectively and as intended.

• Subject leaders have not precisely set out the content and sequence of what should be taught in all subjects. As a result, teachers sometimes misinterpret what they should be teaching and when. Leaders should ensure that subject leaders receive support and training to sequence the curriculum in sufficient detail, and support teachers to deliver the curriculum effectively.

• In the past, governors have not fulfilled their statutory duties effectively. This has resulted in a budget deficit and a decline in pupils' outcomes. Governors must ensure that they receive the training and support they need to carry out their roles effectively, including holding leaders to account.

Also at this postcode