St Bernadette’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Bernadette's is a welcoming school to all.

Many refer to the school as being like a family. This is because pupils feel happy and safe. They are well cared for.

Pupils thrive in the school's calm environment. There are respectful relationships between staff and pupils. Staff know their pupils well and work hard to support them.

Parents and carers appreciate this. They have also welcomed the work of the school to improve communication and keep them up to date.

The school has designed a curriculum to enable pupils to enjoy school and achieve.

Pupils rise to teachers' high expectations of their learning and enjoy their lessons. The school co...ntinues to strengthen its curriculum and how it is taught. This is helping to improve outcomes for pupils.

Pupils are kind to one another and behave well in lessons and on the playground. If there are any disagreements between pupils, they are confident that staff will help resolve things quickly. Pupils appreciate the range of equipment that makes playtimes enjoyable.

As pupils move through the school, they take increasing responsibility. For example, pupils work as house captains or supporting charity work as a part of the 'Mini-Vinnies'. Pupils take these opportunities seriously and wear their badges with pride.

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

The school is ambitious for what all pupils can achieve, including pupils with special educational needs and/or disabilities (SEND). In all subjects, the school has identified what pupils should remember. The curriculum has been designed so that knowledge builds progressively from the early years.

As a result, most pupils achieve well.

Teachers have good subject knowledge. They revisit previously taught content logically and this helps pupils learn.

In French lessons, for example, this is effective in enabling pupils to know and remember more. However, pupils' mistakes and misunderstandings are not always identified quickly or accurately enough. This limits the progress that pupils make in some subjects.

Pupils with SEND have their needs quickly identified. These pupils are generally well supported through adaptations to lessons and additional interventions. However, sometimes their specific learning targets are not precise enough.

This slows the progress some pupils make.

From the early years onwards, reading is a priority across the school. Everyone is clear about how this should be taught from the start of Reception.

The school has worked to ensure that the teaching of reading is effective. Staff use carefully chosen resources. Pupils who fall behind in their reading are provided with extra help.

This is effective in enabling pupils to catch up quickly.

Leaders have carefully considered the books that pupils read. Regular reading in class helps pupils improve their vocabulary and develop a love of reading.

For example, children in Reception listened with great engagement and interest to a well-told story. Some books pupils read have been selected to help pupils learn about important topics. For example, Year 6 pupils talked about how the book 'Journey to Jo'burg' helped them to understand more about racism and injustice.

The school's high expectations and the orderly behaviour of pupils mean that the school is calm and purposeful. Pupils are friendly and courteous. Children in Reception take turns and demonstrate good manners.

Across the school, pupils respond positively to the strategies to promote good behaviour. Parents appreciate the recent changes made to how the school manages behaviour.

The school is working hard on improving pupils' attendance because it knows that this is important.

Leaders meet weekly to check the attendance of individual pupils and act quickly if this is a concern. This work has resulted in improved outcomes for some pupils.

Pupils are well prepared for life in modern Britain.

They have a thoughtful understanding of different faiths and cultures. The pastoral support that the school provides is valued by pupils and their families. Carefully planned work helps pupils learn about risks online and offline.

Pupils appreciate the places in school for quiet reflection, such as the prayer garden. They have enjoyed the trips and visits they have been on and are looking forward to more. The extra-curricular provision is popular, and many pupils enjoy the sporting opportunities that the school provides.

Since the last inspection, there is a new headteacher and the trust has provided additional support to the school during a period of change. The new leadership team has managed staff changes effectively. Trustees and governors know the school well and provide effective challenge to leaders.

The school staff are a cohesive team focused on securing the best outcomes for pupils.

Safeguarding

The arrangements for safeguarding are effective, but a minor improvement is needed.

Staff ensure that safeguarding concerns are recorded.

Leaders ensure these concerns are acted on. However, the school does not monitor the record-keeping of child protection concerns carefully enough. This affects leaders' ability to understand safeguarding cases clearly and ensure all the right actions have been taken at the right time to keep pupils safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Records of concerns about pupils are not reviewed regularly enough to check that the information is current. This means that staff do not always have an up-to-date picture of the risks certain pupils may face. The school should ensure better oversight of safeguarding records to ensure staff understand potential risks.

• In a few subjects, teachers do not always respond effectively to pupils' errors. This limits the progress that some pupils make in these subjects. The school should ensure that teachers are more consistent in checking pupils' learning and responding to any gaps or misconceptions it shows.

• Sometimes, the targets set for pupils with SEND do not provide sufficient information about the support they should receive. This means that, at times, staff do not help pupils to succeed with specific targets as well as they could. Leaders should ensure that targets set for pupils with SEND set out clearly what is to be learned and the support required.