St Bartholomews’s Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This school is built upon strong positive relationships between staff and pupils.

Leaders put pupils' safety and happiness at the centre of the school. As a result, pupils are safe, loved and cared for. Pupils understand that bullying is not tolerated here.

They feel confident in approaching trusted adults if they have any worries. Staff deal with concerns quickly and help pupils when they are feeling sad or anxious.

Leaders have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND).

Staff support pupils well in accessing the curriculum. Pupils love to learn. This is because teachers encourage the...m to do their best.

Teachers help pupils to achieve well.

Leaders provide an extensive wealth of opportunities to promote pupils' personal development. Pupils appreciate taking on responsibilities.

They make valuable contributions in school, for example through the eco-council and being diversity and reading ambassadors. Pupils use their initiative as young leaders to set up wider opportunities for pupils. For instance, kindness club where pupils teach and learn how to look after each other.

Pupils take pride in representing the school, such as singing in the melodious and energetic school choir.

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

Leaders are ambitious for all pupils. They offer broad experiences in all subjects across the curriculum.

Teachers have secure subject knowledge and present information clearly. The learning environment is vibrant and stimulating. In the early years, staff use the available resources to aid children's learning effectively.

For instance, children used objects to pair odd numbers together to make even numbers.

In most subjects, curriculum content builds in a coherent and sequential way. This enables pupils to learn key concepts, knowledge and vocabulary as they move through the school.

As a result, pupils know more and remember more of the taught curriculum. Leaders are currently reviewing a small number of subjects. A minority of subjects are not coherently well developed with clearly defined content.

Reading is at the centre of the curriculum. From the start of Reception, children learn phonics. Staff participate in national research and training to ensure they deliver the phonics programme effectively.

Pupils read books regularly to adults that help them to become fluent and confident quickly. This includes those pupils in the early stages of learning English. Pupils love reading and listening to stories, including rhymes in the early years.

They have worked with leaders in designing the school library to be situated in the heart of the school building.In lessons, pupils have strong work ethics and focus on what they are learning. They are keen to do their best.

Teachers help pupils to persevere when learning is challenging. Staff manage any low-level disruption appropriately and minimise interruptions to pupils' concentration. Staff receive regular training in how best to manage pupils' behaviour.

Children in the early years play well together. Pupils are sensible and well-mannered. They cooperate well with each other.

Leaders provide opportunities for pupils to deepen their thinking about spirituality. Pupils show a strong understanding of other religions. Teachers encourage pupils to consider and debate thought-provoking questions about beliefs and sensitive topical issues.

For example, Year 6 pupils considered cultural issues in history, such as the repatriation of the Benin Bronzes. Pupils are articulate and show high levels of maturity when discussing these matters. This is also reflected in pupils' strong understanding of knowing their rights and responsibilities.

Teachers enable pupils to have an age-appropriate understanding of consent and protected characteristics. Leaders are vigilant in identifying pupils' talents and interests. They are highly coordinated in enabling pupils' participation in wider school opportunities.

Staff enjoy working in the school. They appreciate the loving and caring ethos. Staff feel well supported by leaders and describe them as compassionate and understanding.

Workload is manageable because staff plan and work together. Those responsible for governance are extremely committed to the school. They are knowledgeable about the strengths and key priorities for improvement.

They build strong relationships between staff and leaders. They offer support and challenge when holding leaders to account.

Safeguarding

The arrangements for safeguarding are effective.

Governors fulfil their statutory duties in overseeing safer recruitment processes. Staff receive appropriate training. They understand their responsibilities and are vigilant in identifying potential risks that pupils may face.

Staff know pupils well and the procedures for reporting concerns. Leaders act swiftly in accessing external support in providing help for pupils and their families. They encourage parents and carers to feel comfortable in approaching school leaders with any issues.

Leaders prioritise the mental health of staff, pupils and their families.

Pupils show a secure awareness of the dangers of gangs and drugs. They develop knowledge regarding fire and online safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A minority of subjects are not coherently well developed with clearly defined content. As a result, some pupils have not been taught crucial content needed to be able to recall important knowledge in these subjects. Leaders must continue to work with and develop subject leaders in ensuring the curriculum is explicitly defined, making sure key content, knowledge and skills are clearly defined and build in a coherent and sequential way.

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