St Anne’s CofE (Aided) Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school is in the early stages of developing a curriculum that is ambitious. Currently, pupils do not learn consistently well across all areas.

By the time that they leave the school, too many pupils do not have the mathematics and reading skills that they need for their future learning. The school is beginning to take the right actions to improve the education that pupils receive. However, it is too soon to see the impact of these actions in several subjects.

Pupils do not achieve well enough across the curriculum.

Pupils conduct themselves well. They understand what staff expect of them and rise to these expectations.

Pupils treat each other wit...h respect and kindness. When pupils struggle to manage their behaviour, staff provide effective support to help them to get back on track. The school makes sure that pupils and their families understand the importance of attendance.

Overall, pupils attend regularly.

Positive relationships between staff and pupils are a golden thread in this school. The school provides opportunities that enthuse pupils.

Pupils enjoy well-considered visits that help to bring the curriculum to life. The school's values of respect and compassion help to create an inclusive culture. Pupils are happy and safe in this school.

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

The school is in the process of developing the curriculum. In many subjects, the school has defined the most important knowledge that it wants pupils to learn. However, staff do not check carefully enough that pupils have understood new learning.

For example, in mathematics, pupils are taught new content but they are missing the important prior knowledge that they need to apply this content successfully. Across subjects, pupils have a number of gaps in their knowledge that are not addressed. This limits what pupils know and remember.

In some subjects, such as history, early improvements to the curriculum are beginning to impact positively on pupils. However, the school has not ensured that staff have the secure subject knowledge they need to deliver the curriculum effectively. Sometimes, the activities that teachers select for pupils do not support them to learn the intended curriculum well enough.

The school provides effective support for pupils with special educational needs and/or disabilities (SEND). Pupils' additional needs are identified accurately. A small number of pupils have different starting points.

The school successfully develops these pupils' language and communication skills. However, where the curriculum is less well developed, this impacts negatively on all pupils, including those with SEND.

In the early years, the school makes sure that children develop their phonics knowledge well.

Children become confident readers. If pupils, including those with SEND, struggle with reading, staff give them effective support to catch up. Pupils talk enthusiastically about the books that they read in class.

They enjoy 'getting lost' in these books. The school has improved the way that pupils are taught the skills that they need to answer questions about the texts that they have read. Pupils increasingly use these skills, such as scanning and skimming a text, confidently.

In the early years, staff successfully help children to build positive relationships and develop their language skills. Staff encourage children to use new vocabulary and extend their talk. Children develop their mathematical understanding well.

Overall, staff help children to gain the knowledge that they need to be mostly ready for Year 1 and beyond. However, some of the resources and activities that children are given do not help them to deepen their learning sufficiently well.

The school has a well-developed personal development offer for pupils.

Pupils talk with maturity about issues such as looking after their mental health and how to stay safe online. Pupils understand the importance of consent and healthy relationships. They treat those around them as equals.

The school broadens pupils' experiences by providing opportunities such as a pupil parliament. Pupils apply to be parliament members and help to support their peers, for example around healthy lifestyles. The school provides pupils with opportunities to extend their interests.

Some pupils take part in chess club and art club. Others participate in the various sports clubs on offer. These opportunities inspire pupils to contribute positively to their school and community.

Governors know what the school needs to improve, but they do not have a realistic view of current standards. Over time, governors and leaders have not taken the action needed to improve education for pupils urgently enough. The workload and well-being of all staff are a priority for governors and leaders.

Staff are proud to work at this school. They are committed to the community that they serve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not check carefully enough that pupils have understood the things that they have learned. Across a range of subjects, pupils have a number of gaps in their knowledge that are not addressed because these checks are not made. The school should ensure that staff routinely check that pupils have understood important learning before introducing new knowledge.

• The school has not ensured that staff have the subject knowledge that they need to teach some aspects of the curriculum effectively. Sometimes the tasks that staff choose do not support pupils to learn the intended curriculum well enough. The school should ensure that staff develop the subject knowledge that they need to teach the intended curriculum effectively and provide appropriate tasks for pupils.

In the early years, some staff do not provide sufficient opportunities for children to deepen their learning. As a result, some children are not fully prepared for Year 1 and beyond. The school should ensure that staff are equipped to help children to deepen their learning.

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