St Elizabeth’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in this nurturing and supportive school. They are proud of their school and its inclusive ethos.

Staff work in very close partnership with parents and carers and the community to deliver the best possible experience for all pupils. The school develops pupils' knowledge and confidence through a rich curriculum and thought-provoking experiences. Pupils excel in their learning.

This is because the school has the highest expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils are very well prepared for the next stage of their education.

Pupils' behaviour is exemplary.

They listen attent...ively, are highly motivated and show respect and kindness towards adults and each other. From the early years, pupils learn to identify emotions and adopt a positive mindset through which they see challenges or setbacks as a way to get better at something.

The school develops pupils' independence and character.

Staff encourage them to take on responsibilities. For example, older pupils support younger pupils by working as a play leader or they can help in the library.

Pupils appreciate the huge range of clubs they can choose to attend.

These include chess, gardening, art, music and the popular orchestra, which performs in the local community. Leaders ensure that all pupils take part in these activities. This is because they see such experiences as important for developing pupils' character.

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

The school has a broad and ambitious curriculum. It is well sequenced, enabling pupils to build up their knowledge as they move through the school. Teachers ensure that activities are adapted to meet individual pupils' needs.

In the early years, staff provide high levels of support for children to develop their language and communication. Children flourish in this supportive and purposeful environment.

The school's focus on early reading is at the heart of curriculum thinking.

From the start of Reception, pupils learn to read using phonics. Staff have been trained well and teach with precision. Pupils and those at the early stages of reading develop the phonics knowledge and skills they need to read with fluency.

Teachers make sure that pupils read books which match the sounds they know. They swiftly identify pupils who are not as confident and put in place a range of appropriate support. This results in pupils, including those with SEND or who are new to English, becoming confident and enthusiastic readers.

This love of reading continues throughout the school. The school exposes pupils to a diverse range of high-quality texts and authors.

Teachers set work for pupils which matches the aims of the school's curriculum.

They have excellent subject knowledge. They choose activities which help pupils to remember the knowledge they have been taught in the long term. For example, in mathematics, pupils recall their knowledge of number to solve more complex fraction problems.

Leaders challenge pupils to become more independent learners as they progress through the school. For example, in music, pupils learn tempo, pitch and notation in Reception. They then experiment and build further on this knowledge in Years 1 to 4.

By Year 6, many pupils are proficient composers and performers. Teachers check pupils' understanding regularly, addressing any gaps in knowledge. Pupils have exemplary attitudes to learning.

The school identifies the needs of pupils with SEND with precision. Staff are ambitious for these pupils and ensure that they follow the same curriculum as their peers, with adaptations to teaching if needed. As a result, pupils achieve exceptionally well.

The school has established a comprehensive and age-appropriate programme to support pupils' personal development. This well-being curriculum is aligned to the school's ethos and enables pupils to 'live life to the full'. Teachers explain sensitive topics such as consent with care.

Staff encourage pupils to debate such topics and consider other points of view. Pupils have a voice in school life and take on positions of responsibility. Central to this is a sense of service to others.

Leaders have effective systems for ensuring that pupils attend school regularly and on time. They work with families and other agencies to ensure that pupils' welfare is carefully monitored. This means that action can be taken if there are any patterns of concern.

Staff are exceptionally positive about working at St Elizabeth's. They are proud to work in a school which cares for them and one which has such a strong 'family' ethos. They appreciate the many professional development opportunities on offer.

Governors fulfil their statutory responsibilities well. They hold leaders to account for the quality of education at the school but also consider staff welfare. Parents are overwhelmingly positive about the school.

They feel that the school provides an exceptional education. They are right.

Safeguarding

The arrangements for safeguarding are effective.

Also at this postcode