St Elizabeth’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school. It is a happy place where all are included. Pupils do their best to live up to the high expectations placed on them.

All pupils are mindful of the school's 'agreed right choices'. These include being 'kind and respectful' and to 'listen and care for everyone'. Pupils feel safe.

They benefit from having strong relationships with the staff. The school is determined that, through its Catholic values and ethos, pupils can become the best versions of themselves.

Pupils, including pupils with special educational needs and/or disabilities (SEND), achieve well in most subjects.

All pupils are well supported in class. They ar...e keen to share what they know and what they can do. They are open and honest with each other, with staff and with visitors to the school.

Pupils enjoy the range of extra-curricular and leadership opportunities on offer. They also go on many educational visits, including to castles, botanical gardens and museums.

Parents and carers value the school and praise the staff and school leaders.

Pupils respect one another and develop confidence and resilience. Well-established routines ensure that learning is maximised and pupils are safe in all areas of the school.

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

The school is ambitious for all pupils.

The curriculum is well planned. There is clear progression from one year to the next and pupils make effective use of previous learning. The curriculum identifies the important knowledge and skills that pupils need to have.

In most subjects, pupils learn effectively and achieve well. The school is continuing to develop curriculum plans across all subjects.

Alongside ongoing checks of how pupils are doing, the school has a more structured assessment process to find out what they know and can remember.

Where this works best, staff use this information to identify gaps in pupils' knowledge and understanding. Teachers then adapt teaching to meet pupils' needs. However, in some foundation subjects, assessment is not as strong, meaning that staff do not always recognise what pupils have understood or remembered.

Staff are well trained in identifying and supporting pupils with SEND. They work very closely with these pupils and provide appropriate support. Teaching is often adapted to the individual pupil's needs.

This ensures that pupils with SEND access their learning and can achieve well.

The school makes it a priority that children learn to read as soon as possible. This begins with high-quality phonics lessons in early years.

Reception children listen with close attention to new sounds. As pupils begin to read books, these are well matched to the sounds they know. Staff are trained to identify when a pupil does not know a sound well enough and appropriate support is given.

Pupils quickly begin to understand texts and develop a love of reading.The school is determined that pupils will make more progress with their written work than they have in the past. Recent changes to the curriculum have provided pupils with opportunities to compose extended pieces of writing.

Pupils' skills are improving because of this work.

The school's provision for pupils' personal development is exceptional. Pupils gain a strong understanding of equalities and of fundamental British values.

Staff promote an understanding of difference. All pupils feel included because they respect one another's opinions and beliefs. Pupils have age-appropriate knowledge of healthy relationships and diversity.

They learn about eating well and maintaining an active lifestyle. They also learn how to keep themselves safe, including when they are online. The way in which the school develops pupils' character is exemplary.

Pupils leave the school at the end of Year 6 as responsible, respectful and active citizens.

Most pupils behave well. At social times, the school is calm and purposeful.

In lessons, younger pupils do not always readily understand the expectations the school has of them. Occasionally, this distracts them from their learning. The behaviour of older pupils is typically much better.

Pupils' attendance is above the national average. The number of pupils regularly missing school is very low.

Governors and trustees know the school well.

They challenge school leaders constructively. The trust provides high-quality support to develop leaders at all levels. Early career teachers are well supported.

Staff feel that the school takes positive action to manage their workload and well-being. They are proud to work in this school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, learning is not sequenced as well as it could be, which leads to pupils not always understanding key concepts. The school should continue to develop the curriculum so that pupils get the chance to improve their understanding. The school should make sure that there are processes in place for pupils to recall and use prior learning as they move forward with their studies.