St Chad’s Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Chad's Church of England Primary School is warm, welcoming and inclusive. The school's vision of 'In the light of God, we care, we share, we laugh, we learn' underpins every aspect of school life.

All members of the school community are supported to flourish.

Pupils at this school are happy, safe and well cared for. They enjoy spending time with their friends.

They enthusiastically take part in the many enriching learning opportunities the school provides. The relationships that pupils have with adults in the school are positive. Pupils say bullying is rare and they trust adults to help them if they need it.

Pupils enjoy a variety of interesting a...nd meaningful opportunities to learn outside and beyond the classroom. For example, pupils learn important first-aid skills, including resuscitation. They speak positively about the growing number of trips and clubs available to help them learn.

All pupils are encouraged to be active. Physical health and mental well-being are an important part of the curriculum.

Involvement with the local community is valued.

Pupils take part in carol singing and hosting Fairtrade coffee mornings. Older pupils are proud to take on leadership responsibilities, such as Reception class buddies, eco-warriors and junior leaders.

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

Since the previous inspection, leaders have driven robust and rapid improvement.

They have designed a broad and ambitious curriculum across all subjects. The curriculum is sequenced to ensure that that learning builds on previous knowledge and all pupils are appropriately challenged. The mathematics curriculum does this very well.

As a result, pupils achieve well in mathematics.

The school ensures that learning meets the needs of disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Careful task adaptations, additional resources and adult support help these pupils to achieve well.

Leaders have recently introduced strategies to implement the curriculum and to support pupils' learning. Some elements of the school's plans, such as the systematic checking of pupils' understanding, are not applied consistently across school. Activity choices are not always well matched to pupils' varying learning needs.

As a result, some pupils lose interest in their learning and become distracted.

Pupils achieve well in reading. Early reading is taught consistently well by trained staff.

Pupils' phonics knowledge builds securely. Teachers check pupils' understanding regularly. They ensure that pupils get any additional practice they need.

Older pupils who are not fluent readers are supported to catch up. Pupils enjoy reading. They talk about their favourite books and love to earn 'reading keys' based on the number of books they have read.

Children in the early years thrive. The early years setting is an exciting place to be. It nurtures children's curiosity and imagination.

For example, children and adults make magic potions and plant imaginary turnips in the mud. Children are taught how to form their letters in line with their phonics knowledge. However, they are not given sufficient opportunities to practise this skill.

Some children's writing contains errors, which are not addressed. This means that some children are not ready to embark on the Year 1 writing curriculum.

Pupils behave very well.

Routines are well embedded, including in the early years. At social times, pupils play happily and harmoniously. Pupils attend well.

The school is tenacious in its work to support the most vulnerable pupils whose attendance is a concern. This work is having a positive impact.

Pupils' personal development is an important aspect of the school's curriculum.

Pupils learn about different cultures, religions and beliefs. They celebrate difference and understand the importance of treating others fairly. They know the importance of British values and the protected characteristics.

Through assemblies and the school's personal, social and health education curriculum, pupils learn about relationships, global issues and staying safe. Pupils visited a recycling centre and returned inspired to reduce waste and damage to the planet.

Those responsible for governance have a strong oversight of the school.

They challenge and support effectively. Leaders are mindful of staff workload and well-being. Staff feel well supported and are proud to work at the school.

Parents are extremely positive about the education, the broader enrichment and care and support the school offers. They acknowledge the improvements made by leaders in a short space of time and welcome leaders' endeavours to bring together the entire school community after a period of turbulence. One parent sums up the views of many: 'St Chads is a wonderful school; its ethos and the sense of community is incredible.'



Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's strategy for effective teaching and assessment has been recently introduced. This is not yet embedded across school.

There is inconsistency in the way the curriculum is taught and assessed. This means some pupils' learning is not as successful as it should be. The school should ensure that all teachers are clear about the school's approach in order to teach and assess the curriculum effectively.

In the early years, children do not get sufficient opportunities to practise the correct letter formation they are taught during phonics lessons. As a result, they make many errors in their writing, and these are not addressed. The school should ensure that children consistently form their letters correctly in line with the taught curriculum.