St Anne’s Roman Catholic Voluntary Aided Primary School

Highlights from Latest Inspection

Outcome

St Anne's Roman Catholic Voluntary Aided Primary School continues to be a good school.

What is it like to attend this school?

Life at St Anne's is underpinned by its religious values. Staff in school model for pupils how to 'live happily, love unconditionally and learn enthusiastically'. These values are evident in the strong relationships present throughout the school.

One pupil explained that 'our teachers love and take care of us'. This encapsulates what many pupils feel. Staff, pupils, parents, carers and governors alike describe the school community as a family.

Parents were unanimously positive about the culture that the headteacher provides for pupils. Pupils grow i...n confidence and are nurtured here.

Leaders have high expectations for what pupils can achieve academically.

However, leaders' aspirations for pupils extend far beyond academic success. Leaders at St Anne's are passionate about providing pupils with the best possible start in life. Leaders have created a 'St Anne's bucket list' of important experiences that they ensure that all pupils receive.

All pupils visit the theatre, learn a musical instrument, climb a mountain and learn to ride a bike, among many other opportunities.

Pupils believe that bullying is not a problem at their school. They are confident that if it happened it would be taken very seriously by teachers.

Pupils are mature and thoughtful in how they treat each other. Pupils enjoy the responsibility of roles such as 'playground pals' and 'well-being ambassadors'. They understand the importance of making sure that everyone is included.

Pupils flourish here.

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

Leaders have designed a curriculum that is ambitious and well matched to their pupils' needs, interests and abilities. Leaders have thought carefully about what they want pupils to learn.

An example of this is that leaders decided to teach pupils Spanish so that they are well prepared to move on to their local secondary school. The content that leaders include in their curriculum is chosen to broaden pupils' life experiences. In music, all pupils learn to play the keyboard, the glockenspiel and the recorder.

In lessons, teachers deliver new content clearly. Pupils appreciate 'memory joggers' in mathematics lessons to help them remember content they have already learned. Most teachers use questioning effectively to find gaps in pupils' knowledge.

Teachers use 'live marking' to help pupils move forward through the curriculum quickly. Pupils enjoy celebrating their successes. In art lessons, pupils 'aim for the frame', where examples of strong work are displayed weekly.

In core subjects, leaders use assessment to identify precise gaps in pupils' learning. These gaps are then addressed through extra teaching or intervention. In some foundation subjects, teachers do not check what pupils know and remember as effectively.

They sometimes do not clearly identify gaps in pupils' knowledge in these subjects.

Leaders have created an environment where reading is valued and enjoyed. Pupils throughout the school read to adults daily.

Pupils talk with enthusiasm about the stories that adults read to them every day. Staff choose to share stories that teach pupils important messages about the world. Staff teach phonics effectively so that all pupils learn to read quickly.

Pupils who find reading more difficult are provided with daily support to make sure that they keep up with their peers. Pupils are proud of their reading achievements.

Children in the early years benefit from an environment that is designed to promote independence.

Children are encouraged to challenge themselves in the activities they have chosen. Leaders make sure that books and stories have high status in the early years environment. Children access books in all areas of the provision.

Leaders provide thorough and regular training for staff around identifying pupils who may have special educational needs and/or disabilities (SEND). Staff ensure that pupils with SEND are supported effectively to succeed through a wide range of strategies. Staff make sure that these pupils can access the curriculum.

Pupils with SEND and their parents value the support and communication from school.

Pupils across school behave well and treat each other kindly. In classrooms, pupils are engaged in their learning.

At social times, they play happily together and cooperate. If there is any low-level disruption in lessons, teachers deal with it effectively. Pupils are polite and keen to talk to visitors.

They have positive attitudes about school. They enjoy learning across all subjects.

Pupils talk very clearly about respect and tolerance.

They explain that everybody should be treated equally and fairly. Pupils talk about challenging gender stereotypes or discrimination. Pupils are given many opportunities to demonstrate leadership through a range of responsibilities, including school council representatives and prayer leaders, among others.

Pupils enjoy the range of extra-curricular opportunities that the school provides, including poetry club, reading club and karate.

Staff feel valued by leaders. They appreciate how they are supported to manage their workload.

Staff feel proud to be a part of this school community.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that safeguarding is a top priority in school.

Staff are vigilant and well trained in how to keep pupils safe. Staff are clear about how to report any concerns they might have. Pupils are taught how to keep themselves safe, both online and in the community.

Pupils trust adults in school to look after them. They feel safe and cared for.

Leaders work closely with a range of agencies to make sure that pupils and their families get the support they need.

Parents appreciate this support. Leaders are willing to challenge external agencies if necessary to ensure that pupils are safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not check what pupils know and remember effectively in some foundation subjects.

Pupils' gaps in knowledge are not consistently identified and closed. Leaders should ensure that teachers monitor what pupils know and remember in these subjects.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 second ungraded inspection since we judged the school to be good in March 2013.