St Bartholomews CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

With its motto of 'let your light shine', the ambition of raising aspirations and broadening horizons sits at the heart of St Bartholomew's. The school aims to prepare pupils to live life to the full. Staff link what pupils are learning in the classroom to the real world and to pupils' potential future careers.

Pupils describe St Bartholomew's as being like a big family. This inclusive ethos makes them feel safe and valued. Pupils say, 'The staff here always give you a big smile in the morning which makes us feel happy, welcome and ready for the day.'



Pupils have a voice and know that they are listened to. For example, pupils helped to design the enrichment... activities that make up '30 things to do before you leave St Bart's'.

Pupils behave well.

They are polite and friendly. They like being rewarded with 'shine stamps' and spending them in the 'shine shop'.

The school has made many improvements to its curriculum.

However, it has not addressed some key issues effectively enough. Too many pupils do not achieve what they should in reading, writing and mathematics by the time they reach the end of key stage 2.

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

Most aspects of the school's curriculum are well planned.

In most subjects, the school has set out the knowledge and skills that pupils must gain in a logical and progressive order. The early years curriculum builds children's understanding in small steps, preparing them well for key stage 1. The school has thought carefully about the vocabulary that pupils need to acquire.

There are opportunities for pupils to revisit and build on their prior learning. New ways of checking pupils' progress through the curriculum are in place. However, many of these changes have occurred recently.

Some subjects are not always taught in the way the school expects. These inconsistencies mean that some pupils do not learn the curriculum as well as they could. In some subjects, pupils remember the activity rather than the underpinning knowledge they need to retain and use again.

Phonics is taught well. Staff encourage fluent reading by asking pupils to sound out in their heads if they can. The reading books that pupils take home are matched to the letter sounds they recognise.

However, the teaching of reading beyond phonics is not as strong. The reading curriculum in key stage 2 lacks clarity. The school has not given enough thought to the texts that pupils will read in guided reading sessions.

It is not clear what pupils are expected to know and do to make progress in reading comprehension. The focus of pupils' work in guided reading is too narrow. It is not always sufficiently demanding.

The early years environment is vibrant and stimulating. Children engage well in free-flow activities. They especially like singing along with nursery rhymes and putting on imaginative performances.

Early years staff have all been trained in how to develop children's language and communication skills. They listen carefully to what children say and ask questions to consolidate and extend understanding.

Staff meet the needs of pupils with special educational needs and/or disabilities (SEND) well.

Where necessary, they adapt learning by adjusting tasks or providing additional resources and support. However, the provision for disadvantaged pupils is not precise. It does not always focus well enough on their gaps in learning or their next steps.

Through the school's values of friendship, love, tolerance and acceptance, for-giveness, trust and hope, staff teach pupils how to be sociable and respectful citi-zens. Pupils live up to these high expectations most of the time.

The school's procedures for managing and improving attendance are effective.

Absence is low. The school ensures that parents and carers understand the importance of high attendance.

The school's personal development offer is strong.

Pupils learn how to be healthy, safe and responsible. They understand the importance of equality. They respect difference and diversity.

Pupils' education is enriched by many curriculum-linked trips that bring learning to life and give pupils experiences which they may not otherwise have. Pupils appreciate the pastoral support available to them.

The school knows that outcomes at the end of key stage 2 in reading, writing and mathematics need improving.

However, strategic plans do not address all these key areas well enough. Some aspects of the school's plans for improvement lack precision which means that leaders may not reliably focus on the most urgent action that they need to take.

Staff are passionate and dedicated.

They feel well supported with their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The reading curriculum beyond phonics is not well sequenced.

The school has not given enough thought to the texts that pupils will read or how they will deepen their understanding of what they read over time. Pupils do not learn to read as well as they could. The school must ensure that its reading curriculum develops pupils' ability to understand increasingly complex texts, so they are well prepared for the next stage of their education.

• There have been many improvements to the curriculum recently. However, some of these developments are not yet implemented consistently or having the impact that the school intends. In some subjects, pupils do not remember the important knowledge they need to retain securely.

The school must embed the changes that have been made to its curriculum so that pupils attain as highly as possible in all subjects. ? Some aspects of the school's plan to improve outcomes for disadvantaged pupils are not precise. Additional support for disadvantaged pupils does not always focus well enough on their gaps in learning or their next steps.

Consequently, some dis-advantaged pupils do not achieve as well as they could. The school must ensure that disadvantaged pupils receive the support they need to attain as highly as possible in reading, writing and mathematics. ? The school's improvement planning does not sufficiently address some of the most important areas for improvement.

Consequently, the quality of education in some areas of the curriculum has not been improved as well as it could. The school must refine its improvement planning processes so there is a clear strategy in place for all key issues. It must check closely on the implementation of this plan so that improvements are made swiftly and have a lasting impact.