St Bernadette’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a school where everyone is made to feel welcome. Pupils flourish here. Caring staff ensure that pupils feel safe and they are well cared for.

A typical comment from parents and carers is that the school 'is like an extended family.'

Pupils' behaviour is exemplary. Pupils treat each other with respect and kindness.

They concentrate extremely well in lessons. Pupils enjoy debating and discussing ideas with adults and each other. They show high levels of respect for opinions that are different from their own.

The school is ambitious for all pupils to achieve success, including pupils with special educational needs and/or disabilities (SEND). Th...is is realised in many subjects, particularly in reading where pupils consistently achieve exceptionally well. Teachers make sure that learning is enjoyable.

Pupils enjoy their lessons and talk knowledgeably about what they have learned.

The school's exceptional enrichment programme ensures that pupils engage with the local community. The 'Parishioners Party' is an event hosted by pupils to help them to better understand their local community.

Pupils also enjoy growing food for residents; litter picking and supporting local charities.

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

The carefully structured curriculum begins in early years where children get off to a flying start. Strong relationships between children and staff, ensure children develop positive attitudes towards learning.

Children are proud of the work that they complete, such as writing their own name in Nursery. Children are well-prepared for Year 1.

All pupils follow the same ambitious curriculum, including pupils with SEND.

The school has worked together to put in place an agreed teaching model which ensures that pupils achieve success. This model allows pupils to frequently revisit knowledge from previous lessons. They have regular opportunities to connect new learning to what they have learned before.

High quality resources contribute to pupils' learning. In history, teachers use 'knowledge maps' to revise important subject-specific vocabulary. Over time, pupils remember this important vocabulary.

They are then able to use this to explain what they have learnt. For example, pupils discuss empires and invaders. Pupils explain how through their actions, these groups changed peoples' lives throughout history.

In mathematics, leaders know that some pupils have gaps in their understanding of mathematical vocabulary. This means that some pupils struggle to access learning linked with specific language which interrupts their mathematical understanding. Leaders have begun the work to ensure that vocabulary is given a high profile in lessons to support pupils to know more.

The school prioritises reading. In the early years, children learn the letter sounds and words that they need to enable them to become successful readers. Staff show expertise in their understanding and teaching of the phonics programme used in school.

Through precise assessment of gaps in pupils' knowledge, staff identify and provide support for pupils who need to catch up. Pupils read books that are accurately matched to the sounds that they know. This supports pupils to learn to read fluently.

Learning is structured to ensure that pupils access and understand increasingly complex texts. Pupils enjoy daily story time. Teachers clearly model reading books such as 'Danny Champion of the World' by Roald Dahl.

Pupils with SEND achieve well. The school ensures that pupils benefit from the expert knowledge of external agencies such as speech and language therapists. Teaching is adapted effectively to support pupils to learn the school's curriculum.

Some pupils with SEND have personalised timetables. This specific support helps pupils to build knowledge from their starting points.

Pupils' behaviour is exceptional.

Teachers help pupils to learn from their mistakes. Consequently, pupils develop resilience. They demonstrate positive attitudes towards their education.

Pupils appreciate the support they receive from staff. They can explain how adults help them restore friendships if they have an issue. Pupils actively support the well-being of other pupils.

Pupils have high attendance. Careful monitoring of attendance and punctuality helps to identify pupils who might need some extra help so that they come to school and arrive on time. The school works tirelessly to ensure that families get the right support.

The school's provision for pupils' personal development is exceptional. 'Cultural capital passports' ensure pupils develop the skills they need as they progress through school. For example, in early years children learn to tie their shoelaces.

In key stage 2, older pupils learn to play chess. Former pupils and members of the local community return to visit the school to help pupils understand different careers. Pupils are proud to become elected members of the school council; sports leaders and 'Mini Vinnies': a group where pupils get together to help those in need within their school and local community which contributes to pupils' character development.

The school provides a range of experiences for pupils to develop their talents. For example, pupils enjoy tennis, dance and golf coaching.

The acting headteacher works with passion to ensure that staff feel a part of a team.

High quality professional development supports teachers to implement the school's curriculum well. Everyone shares the determination that all pupils should achieve highly. Leaders on all levels provide appropriate support and challenge.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some older pupils have gaps in their knowledge of mathematical vocabulary. This prevents them from knowing which calculations to undertake because they lack the familiarity with the language required to understand the written questions.

This limits pupil's ability to successfully problem solve. The school should ensure that pupils' understanding and knowledge of subject specific vocabulary develops effectively to enable pupils to explain more complex mathematical procedures. This will support pupils to consistently reach high standards that prepare them well for Year 7 and beyond.