St Bede’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This school has a strong family ethos, supported by its values, which run through all aspects of school life. Relationships between staff and pupils at St Bede's are positive and nurturing.

They are built on kindness and respect, which adults model exceptionally well. Pupils are happy. They know that the staff in school help to keep them safe.

They talk of having trusted adults they can speak to if they have any worries or concerns.

The school has made recent changes to the curriculum, as well as to wider aspects of the school. This has raised the schools' expectations for its pupils.

The school is ambitious for all pupils. Outcomes for pupils are im...proving, including for those pupils with special educational needs and/or disabilities (SEND).

Pupils say their voices are heard.

They feel proud to have an impact on school life through the many leadership opportunities that staff provide. Pupils take up a wide range of roles, including 'house captains', 'eco-warriors' and 'playground leaders'. The school actively seeks the views of its pupils.

Pupils behave well in lessons and at social times. They demonstrate good manners and positive attitudes to their learning. Lessons are calm and purposeful.

Pupils access learning with minimum disruption.

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

The school has worked with the trust to review some subjects within the curriculum. The curriculum content is well planned and builds pupils' knowledge from the early years to Year 6.

Staff know precisely what to teach. However, in some subjects, the checks that staff make on pupils' understanding are not always used to ensure that pupils learn and practise the right skills at the right time. For example, in mathematics and reading, while checks are rightfully carried out on those pupils at risk of falling behind their peers, other pupils are not accessing the learning they need to continue to build on their knowledge.

The early reading curriculum is implemented well. The phonics programme begins at the start of Reception and continues beyond Year 2 for those pupils who still need support. Adults are well trained in delivering the programme.

This means when pupils fall behind, adults quickly identify their gaps and ensure pupils gain the knowledge they need to become confident, fluent readers. Pupils read books matched to the sounds they know. Pupils are familiar with the structure of the programme and join in with enthusiasm.

Leaders engage well with external agencies to identify and support the needs of pupils with SEND. The school supports pupils with SEND to learn the same curriculum as their peers. However, the school does not always use what it knows about these pupils well enough.

Support plans are not always precise. This means that activities are not always well matched to pupils' needs. Consequently, these pupils do not always build up their basic skills before moving on to more complex learning.

Children get a secure start in the early years. The school has identified the important knowledge for children to learn to prepare them well for Year 1. Children learn through a mixture of taught sessions and opportunities to explore their learning further through play.

Adults use the information they gain from checking children's learning regularly to ensure that all children achieve well. There is a focus in the early years on the language, physical and social skills children need for their next steps.

Pupils enjoy coming to school, and they say that teachers are kind.

The school has further developed its systems for ensuring positive behaviour, which pupils know and understand. Attendance remains a priority for the school. The school's strong relationships with parents have ensured that pupils' attendance has improved over time.

Pupils recognise the importance of the fundamental British values, such as the rule of law and democracy. They relate these to their school rules and opportunities to vote in school. Pupils have opportunities to discuss and debate current community and world issues.

They understand that everyone should be included, regardless of their differences. Pupils enjoy the clubs that are on offer, including football and choir. They welcome visitors to their school, who share important messages with them, including about water and railway safety.

The school has worked hard to build relationships with parents and carers. Parents now hold the school in high regard. They are appreciative of the changes made by the new leadership team.

Parents feel that communication with the school is strong. They are informed of what their children are learning, as well as of wider school initiatives and events.

The new headteacher, supported by the trust and a skilled local governing body, has brought stability and direction to the school.

Leaders and governors have an accurate understanding of the school's strengths and areas to develop. Staff feel well supported and are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the checks that the school makes on pupils' understanding are not consistently used effectively to ensure that pupils learn and practise the right skills at the right time. Occasionally, this limits pupils' learning and some pupils do not access the learning that they need in a timely enough manner. The school should ensure that staff receive the support that they need to consistently adapt learning based on the assessments carried out.

• Some pupils with SEND do not secure the basic knowledge that they need to access the curriculum as well as they could. This is because, for some pupils with SEND, support plans lack specificity and curriculum activities are not matched well enough to meet their needs. The school should ensure that support plans for all pupils with SEND match closely to their needs and that these pupils have the time and opportunity to build on their knowledge before they are moved on to more complex tasks.