St Gabriel’s Catholic Primary School

Highlights from Latest Inspection

Outcome

St Gabriel's Catholic Primary School continues to be a good school.

What is it like to attend this school?

St Gabriel's school mission statement is at the heart of everything it does.

This is a 'welcoming school where everyone prays together, cares for each other and learns together'. Leaders have created a supportive and nurturing environment in which pupils are well cared for and safe. This, together with teachers' consistently high expectations, helps pupils to achieve well.

Pupils behave well in lessons and around school. They listen to one another and show respect. They apply the gospel virtues they learn.

Pupils have a clear understanding of what bullying is.... They say that it happens rarely in school because staff help them sort out any problems at an early stage.

Staff plan exciting and interesting activities.

They expect pupils to work hard and do their best. Pupils say they are happy to be in school. They enjoy their lessons.

Many say they especially enjoy mathematics. They value the KFC (key fact check) sessions which help them to remember what they learn.

Parents and carers speak in glowing terms about the 'family feel' of the school.

They say staff are helpful, friendly and approachable. They value the care and concern that adults show for pupils and their families.

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

Leaders have designed an ambitious curriculum.

Leaders and teachers ensure pupils build on their existing knowledge so that they remember more. For example, 'flashback four' questions at the beginning of mathematics lessons help pupils to remember their learning.

Teachers plan activities so that they link to the topics pupils study.

For example, Reception children made collages of owls, linked to the book 'Owl Babies'. However, in a very small number of other subjects, staff do not plan tasks that develop pupils' subject knowledge and skills effectively.Teachers check what pupils know frequently.

This helps them plan what pupils need to learn next. Interesting and engaging activities help pupils remember their learning. For example, in a Year 2 mathematics lesson, pupils danced enthusiastically as they counted aloud in twos.

Consequently, pupils make good progress and achieve well.

Reading has a high priority. Children begin learning phonics as soon as they join the school.

Staff follow a consistent approach to teaching phonics every day. They match pupils' reading books well to the sounds that pupils learn. This builds pupils' confidence.

Teachers make sure that pupils who fall behind receive the help and support that they need to catch up quickly. For example, the pre-school club for older pupils helps to build confidence and fluency in reading.

Across the school, pupils have access to a wide range of books.

They enjoy reading. Older pupils enjoy choosing books to read by themselves. As they move through the school, pupils read with increasing confidence, fluency and expression.

They talk enthusiastically about their favourite authors and the different types of books that they enjoy.

Behaviour around school and in lessons is good. Pupils know right from wrong and understand why rules are important.

They know what to do to move up their class behaviour ladder. Pupils say adults apply rules fairly and consistently. Staff deal with any inattention in lessons by a look or a word so that the lessons are not interrupted.

Leaders and staff teach pupils about gospel virtues. Pupils link these to their personal development. They know the importance of being truthful, compassionate and generous.

Pupils' spiritual development is very well promoted through assemblies and prayers.

Pupils elect school councillors and support charities. They know that not all families are the same as theirs.

They help one another and share resources. Pupils learn about healthy lifestyles and know the importance of relaxing to promote mental health. They know how to keep themselves safe.

For example, children in Reception carefully put on helmets before riding their bikes.

Teachers successfully adapt the curriculum for pupils with special educational needs and/or disabilities. Consequently, these pupils make good progress from their different starting points.

Leaders provide good support for pupils with social and emotional needs.

Governors keep a close eye on many aspects of the school, such as the safeguarding of pupils. They use their knowledge and experience to check that the curriculum meets pupils' needs.

Although they have a broad overview of the school's budget, they do not have a clear enough view of whether they secure value for money.

All staff are proud to work at the school. They value the support that leaders provide.

Staff appreciate the steps that leaders have taken to make their workload manageable.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that there are robust procedures in place to keep pupils safe.

All staff receive regular training and are alert to potential signs of harm. They report any concerns promptly. Leaders ensure that children and families receive the help they need.

Leaders are persistent when seeking support from outside agencies. Parents value the care that staff provide.

Pupils learn how to keep themselves safe when using the internet.

They understand the need for personal space. They know how to report their worries if someone behaves in a way that makes them feel uncomfortable.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a very small number of foundation subjects, leaders have not made clear the most important knowledge that pupils should learn.

Teachers sometimes place too much emphasis on making activities engaging rather than focusing on the key knowledge and skills to be learned. Subject leaders should ensure that curriculum planning focuses on what pupils need to know and remember. ? Governors do not have a clear enough understanding of how to measure the impact of their expenditure on new curriculum plans.

This means that they cannot be sure whether they are achieving value for their money. Governors should develop their systems to check how well funding is used to implement changes to the school's curriculum, and check the impact of this on pupils' achievement.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 a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the fourth section 8 inspection since we judged the school to be good in September 2002.

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