St Bernadette’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this small village school. They form lasting friendships and build many happy memories. Adults know each pupil well and they care about them.

This helps pupils to develop a sense of belonging and to feel safe. As a result, pupils attend school regularly. They participate enthusiastically in all aspects of their education.

The school expects all pupils to reach their full potential. Pupils make positive progress through the school's curriculum and learn well. They leave school well-prepared for the next stage of their education.

Pupils benefit from the school's work to promote their love of reading. They often take the lead in this w...ork themselves. Some pupils act as reading ambassadors, actively encouraging others to read a variety of books.

Others complete class diaries to recommend texts and stories to their peers. From the corners of classrooms to the playground 'den', pupils are zealous to read.

Pupils reflect the school's caring ethos at all times.

They look out for others and behave well. On the playground, older pupils socialise well with their younger peers. Boys and girls chat and mingle together.

Pupils feel that they are part of a family.

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

The school ensures that pupils study a broad and balanced curriculum. Staff have designed a curriculum that develops pupils' knowledge step by step over time.

They have identified the essential information that pupils are expected to know and remember. Pupils acquire this new information logically. It builds upon their existing knowledge.

For example, in the early years, children learn to understand and count numbers up to 10, before moving on to solve simple mathematical calculations in Year 1. However, in a small number of subjects, the school has not yet fully identified the key information pupils are expected to learn. This means that pupils do not deepen their knowledge as well as they could across the curriculum.

Teachers value the professional development opportunities provided by the school. They are knowledgeable in the subjects they teach, clearly explaining new information to pupils. They make regular checks on what pupils know and use this information to identify pupils' learning needs and meet them effectively.

For instance, adults set well-chosen tasks that help pupils practice and apply their knowledge effectively. Staff also make thoughtful adaptations to ensure that pupils with special educational needs and/or disabilities (SEND) engage fully with the curriculum. Adults encourage and support all pupils to make meaningful contributions during lessons.

Teachers' expertise in teaching the curriculum ensures that pupils achieve well.

The school introduced a new method of teaching phonics in September 2022. The approach is implemented effectively.

Children in the early years start to learn phonics from the moment they join the school. They build their phonics knowledge quickly and use it to improve their fluency. Staff identify any pupils who need extra support and work with them so that they keep up.

Consequently, all pupils become confident readers.

The school expects pupils to behave well, and they do. Adults and pupils alike understand the school's ethos and rules.

They actively strive to uphold its values. This creates an orderly and calm environment which is conducive to learning. Pupils appreciate the recognition they receive for positive behaviour through various rewards and praise.

When there are incidents of negative behaviour, adults act quickly to sort things out. However, sometimes these incidents are not recorded appropriately. This hinders the school's ability to identify any patterns or trends.

The school teaches pupils about the importance of diversity and equality. Pupils learn to respect the opinions of others. For example, they learn about various faiths and beliefs through activities like 'multi-faith days'.

Aspects of school life allow pupils to put this learning into practice. Some pupils represent their classes on the school council. These pupils are expected to listen to their classmates and consider their opinions before making decisions.

The school has successfully fostered a culture of mutual respect and tolerance.

Those responsible for school governance gather useful information about the school. This is giving them an accurate view of the quality of the provision.

School leaders support staff in managing their workload and prioritise staff well-being. Staff morale is high. Adults work together as a cohesive team and put pupils' interests first.

They work to engage parents and carers in school life. Most parents express positive views about their children's experiences at the school.

Safeguarding

The arrangements for safeguarding are effective.

Adults are vigilant to signs that a pupil might be at risk of harm and act quickly when children need help. They report any concerns and work with external agencies if necessary. However, sometimes the school's records of safeguarding concerns and the actions taken to address them are not completed accurately.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The key information that the school expects pupils to know and remember is not identified clearly in a small number of subjects. This means that pupils do not deepen their knowledge as well as they could. The school should make sure that the knowledge that pupils are expected to learn is identified clearly in all subjects so that pupils develop their knowledge of the curriculum effectively.

• The school's records of behaviour and safeguarding incidents are sometimes not completed well. This hinders the school from sharing and analysing accurate information. The school should ensure that important information is always recorded accurately so that patterns or trends are identified promptly.