St Clare’s Catholic Primary School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The headteacher of this school is Jamie Whiteside.

This school is part of The Rosary Trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Simon Fenning. There is also an executive headteacher, Bridget Harris, who is responsible for this school and is the chief accounting offic...er (CAO) of the trust.

What is it like to attend this school?

Pupils at this school 'learn to love and love to learn'. They talk excitedly about their lessons and can remember what they have learned. Pupils tackle challenging tasks in lessons resiliently and are keen to do their best.

They rise to teachers' high expectations. As a result, pupils achieve highly.

Pupils proudly take on leadership roles, including school councillors, play leaders and library monitors.

The maturity pupils demonstrate in these roles shows their readiness to progress to the next stage of their education.

Pupils' behaviour is exemplary. It reflects the school's six core values.

For example, pupils demonstrate compassion and respect for each other and they play very well together at social times. As a result, pupils are happy and feel safe.

Pupils have extensive opportunities to extend their classroom learning.

This includes visits from a rabbi and the 'fossil man'. They attend trips, including to a local castle and longer residentials stays. These enrich pupils' subject knowledge and develop important cultural understanding.

Many pupils participate in clubs such as choir, culture club and mindfulness. They regularly compete in sporting events at trust and county levels. These enable the pupils to develop their talents.

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

The school has developed a broad, balanced and ambitious curriculum. Its stated goal is to ensure 'every child is a successful learner'. The well-trained staff make lessons interesting and memorable.

They ensure that pupils can recall what they have learned. They do this through quizzes and skilful questioning. Teachers engage pupils' curiosity by their continual focus on inquiry in lessons.

Pupils devise and answer their own questions about learning. This means that pupils can learn more about the subjects they study. Staff constantly check pupils' learning and provide appropriate support.

As a result, pupils achieve highly.

Many children begin nursery with weak communication and language skills. They then improve these skills through imaginative play environments and purposeful adult interactions.

As a result, children leave nursery with a strong foundation on which to learn to read. In Reception, phonics lessons engage children through fun but meaningful activities. This helps children practise and remember the sounds they have learned.

Pupils participate in stimulating activities. This ensures that they build strong foundations for the next stage of learning.

The school ensures that learning to read is of the highest priority.

Expert staff rapidly identify pupils who do not keep up with the pace of the phonics programme. These pupils immediately receive the appropriate support to become accurate and fluent readers. As pupils progress through school, teachers embed and extend pupils' reading skills.

Pupils apply these skills to a sophisticated range of texts. As a result, pupils achieve extremely well in reading. They also start their lifelong love of reading.

Pupils with special educational needs and/or disabilities (SEND) make strong progress. Leaders quickly identify pupils with SEND needs and provide the appropriate support. Expertly trained staff deliver effective adaptations within lessons.

Leaders work together with parents and external agencies to secure the right support. This ensures that pupils with SEND continue to receive the help they need. The school's nurture provision provides personalised support for some pupils.

This includes helping pupils to manage their emotions.

Pupils' behaviour is exemplary in lessons. They are eager to finish all tasks and work together well, supporting their peers.

As pupils move around the school, they are respectful to each other and courteous to adults. They also behave very well at social times.

The school develops pupils as 'citizens of the world'.

To do this, pupils learn about other faiths and cultures and respect for all. They read diverse texts and debate topical issues. Pupils also take part in celebrations such as Judaism Day.

Pupils actively help the local community. This includes working with a local refugee charity and visiting the local care home. These activities embed pupils' deep appreciation of worldwide citizenship.

Pupils take part in activities that include music and acting. This inspires pupils and raises their aspirations. The school aims to develop pupils into resilient, compassionate and respectful citizens.

Staff feel valued by leaders, both at trust and school levels. They know that leaders prioritise their workload and well-being. Leaders offer extensive training for staff.

All leaders are rightly proud of the significant improvements in the school.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in December 2015.