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St Anne's Catholic Primary School continues to be a good school.
What is it like to attend this school?
St Anne's is a school where pupils are happy. Pupils are proud to come to a school where they learn to be confident and polite. The values of 'self-belief, teamwork, aiming high and respect' are central to every aspect of the school.
Pupils can explain what these values are and why they matter. Importantly, pupils demonstrate them across the school.
Pupils are keen to talk about their learning.
The school has high expectations of what pupils will learn, and the majority of pupils, including those with special educational needs and/or disabilities (SEND), are ach...ieving well.
The school also has high expectations for pupils' attendance and behaviour. The vast majority of pupils behave exceptionally well.
They know how to recognise bullying, and it is not tolerated. They know they can speak to one of their five trusted adults if they have any concerns. Pupils are safe and well supported.
Pupils participate in a wide range of opportunities the school provides, including clubs and visits to the local community. Older pupils enjoy supporting their younger peers during playtimes and reading sessions. Pupils also enjoy being part of the school council.
They know they play an important part in making the school a positive place to learn.
What does the school do well and what does it need to do better?
Following significant changes over the last few years, the school has an ambitious curriculum. Expectations of what pupils can achieve are high.
The majority of pupils achieve well. This includes pupils with SEND. The support for these pupils is highly effective.
Staff make careful adaptions to make sure these pupils are successful in their learning.
The core knowledge pupils need has been carefully identified across the curriculum. The school makes effective use of teachers' checks on pupils' learning.
Gaps in pupils' knowledge are identified and addressed quickly in most subjects. There has been careful consideration of how the curriculum develops from the early years, and children are learning well right from the start. The school works in partnership with other local schools in the diocese, which provides a range of effective support for subject leaders.
In turn, subject leaders ensure that staff have the subject knowledge they need to teach subjects well.
Reading is a key focus for the school. There has been a significant amount of work done to ensure that all pupils learn to read accurately and fluently.
The vast majority of pupils learn to do so quickly. The sounds and letters pupils need are introduced right from the start of Reception. As a result, most older pupils read with confidence, and they talk about the stories they have read enthusiastically.
At times, however, the teaching of phonics is not as precise as it could be. This means that a small number of pupils are not learning to read as quickly as they could. There are a few older pupils who are at the early stages of reading.
The school is alert to this and has taken steps to ensure that these pupils have additional support. However, more work is needed to fully embed the teaching of phonics and to ensure that those who need more help receive it quickly.
Pupils' mathematical knowledge is very secure.
They know about the different processes and use mathematical vocabulary adeptly. This vocabulary is introduced in Reception and builds over time. Teachers revisit this regularly to check that all pupils can use it well, including as part of problem-solving.
Pupils are confident mathematicians.
The school values pupils' wider development as much as their academic achievement. Pupils are taught about respect and kindness.
They demonstrate these traits exceptionally well. Pupils have a strong understanding of different faiths and the importance of not discriminating based on this or for any other reason. They also know about different kinds of relationships, as well as how to keep themselves healthy and safe.
The school ensures that there is a wide range of clubs and activities. The school has considered what opportunities pupils need that will prepare them for later life. The majority of pupils participate in these clubs and events regularly.
The school is careful to check that pupils who are disadvantaged are also involved in clubs, providing support for this where needed.
Staff are as proud as the pupils to be part of this school. They value the flexible support they receive to manage their workload.
There is a strong culture of collaboration across the school, and staff know that they will be provided with any additional resources that will help them.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The teaching of reading is not as precise as it could be, and pupils sometimes do not receive the timely support they need.
As a result, a small number of pupils are not making as much progress in reading as they could. The school needs to continue to ensure that all staff understand how to teach reading effectively and that catch up is consistently well targeted and prioritised.
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 first ungraded inspection since we judged the school to be good in July 2018.
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