St Edward’s Catholic Primary School, Boston Spa

Highlights from Latest Inspection

What is it like to attend this school?

The Catholic ethos is central to the life of the school.

The development of pupils' character through the virtues is strong. Pupils treat each other and staff with respect. Leaders and governors have high expectations for pupils' learning and behaviour.

Parents also recognise this. As a result, pupils achieve well.

Pupils grow in confidence throughout their time at the school.

They enjoy coming to school and engage well with all that it has to offer. The personal development programme prepares pupils exceptionally well for their next steps. Pupils have a strong sense of equality and quickly learn to value people's differences.

Over time, pup...ils develop an increasingly mature understanding of what it means to be a good citizen.

Pupils attend school regularly and often. They are well mannered, polite and want to do their best.

Pupils know what is expected of them and happily follow the rules that are in place.

Older pupils play a key role in supporting younger pupils. They explain how the whole school community works together to support each other.

They are proud of their school and feel safe. Bullying rarely happens. Pupils are confident that if they had a concern, adults would act quickly to help them.

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

Leaders have planned a curriculum that meets the aims and ambition of the national curriculum. Planning is well sequenced and subject leaders have identified the knowledge that they want pupils to know and remember over time. However, sometimes teachers do not plan activities for lessons that match the planned curriculum.

Occasionally, subject leaders lack knowledge on how to support staff in delivering their ambitious curriculum. In addition, in some cases, teachers do not adapt the curriculum to help pupils build on what they already know as they teach.

Children in the early years access an ambitious and broad curriculum.

Classroom routines are well established. Staff use probing questions in a wide range of activities to develop children's learning. Children engage well as a result.

From the moment they start school, children learn phonics every day. Phonics is taught consistently because staff are well trained. Pupils move at pace through the planned phonics programme and can quickly read books which are matched to the sounds they have learned.

This means they become confident, fluent readers. Pupils who need to catch up are given the support they need. This includes pupils with special educational needs and/or disabilities (SEND).

Attendance levels are consistently high. Leaders act quickly to manage any issues that arise. Pupils and staff know the expectations for behaviour, and pupils behave well.

This results in a calm and orderly atmosphere in classrooms. Pupils listen carefully to their teachers in lessons and are keen to do well. They work independently and have positive attitudes to their learning.

There are rarely any incidences of poor behaviour. However, pupils know that teachers would take any action if needed. Pupils know they are rewarded for good behaviour.

These rewards include team points and the 'headteacher's award'.

The Catholic ethos permeates all aspects of school life. This is particularly true of how leaders plan to support pupils' personal development.

There is a very strong offer to promote physical health and mental well-being through focused theme weeks, including 'positive psychology week'. Pupils study major world religions and have an excellent understanding of British values. Leaders plan a wealth of activities for pupils to engage with the community, including supporting local charities.

For example, through Mission Christmas, pupils provided gifts for less-fortunate children. There are extensive opportunities for pupils to get involved in wider school life. School council, eco committee and digital leaders are just a few of the activities on offer.

Pupils engage proudly with their roles and take their responsibilities seriously.

Governors are committed to the school. They ask leaders questions about safeguarding and pupils' well-being.

Governors' knowledge of some aspects of the quality of education is not as well developed. As a result, they do not offer the same level of challenge to school leaders on curriculum development as they do in other areas of their governance responsibilities.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that staff and governors are well trained and have regular updates about safeguarding. All staff know what to do and how to report any concerns about a child's welfare.

Leaders carry out appropriate checks to make sure that staff and volunteers are suitable to work with children.

Records of these checks are comprehensive and up to date.

Leaders know pupils' families well and act quickly to provide the support they need. High priority is given to teaching pupils about safety.

Pupils have an excellent understanding of online safety and could give detailed examples of how to keep themselves safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Governors do not have a sharp enough understanding of the curriculum to hold leaders to account for the quality of education effectively. Governors should ensure that they take the necessary steps to scrutinise better the decisions made by leaders on curriculum development and the quality of education that the school provides for pupils.

• Some subject leaders do not have enough expertise to ensure that the curriculum is implemented well. This affects how well they are able to support teachers to deliver the curriculum for their subject area. Leaders should ensure subject leaders and teachers receive the support and development they need to plan the right activities to deliver the planned curriculum with confidence to all pupils.

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