St George’s Church of England Academy, Newtown

Highlights from Latest Inspection

What is it like to attend this school?

Pupils learn many things at this well-led school. Staff teach them the difference between right and wrong. Staff also do much to open pupils' eyes to the world beyond Birmingham.

There are trips to different places and clubs that introduce pupils to new interests. Outside on the large playground, there is plenty to do. At lunchtime, adults organise playground games and make sure no one feels left out.

Throughout the day, staff keep a watchful eye on pupils to make sure they are okay.

Staff are quick to notice and praise good behaviour. When any poor behaviour happens, they spot it and stop it.

If a pupil is upset about anything, staff step in and fin...d out why.

Bullying happens occasionally, but adults do not let it continue. They also teach pupils how to spot bullying and what to do if it happens.

Pupil prefects set good examples for others to follow and help the school day to run smoothly.

In class, teachers keep pupils busy and help them see the link between effort and success. Reading is taught well, and the school has lots of quality books.

Learning in mathematics and some other subjects requires improvement.

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

Leaders know the local community very well. They are working hard to create an 'oasis of learning' in this busy central Birmingham district.

They have more to do to achieve their ambition of a good-quality education for all pupils. However, they are on the right track. The headteacher is a strong role model for staff, pupils and parents to follow.

Staff teach reading well. Leaders have established a consistent, well-resourced and effective approach to early reading. From the start in Reception, staff give children daily phonics lessons and plenty of quality books that match the sounds they are learning.

This continues into key stage 1, and beyond for those pupils who need it.

As pupils' reading fluency grows, staff introduce them to an increasingly wide range of books. In addition, adults read aloud to their classes every day.

Pupils can name many authors and enjoy talking about stories they know. Leaders keep staff up to date with effective practice in reading and provide lots of helpful guidance. Furthermore, a whole-school focus on vocabulary is building pupils' oracy and comprehension.

The school's work in mathematics is not so well developed. Leaders have set ambitious targets for the curriculum and teaching in this subject, but have yet to realise these. There are several reasons for this.

Disruptions caused by the pandemic, changes of staff and gaps in staff subject knowledge and confidence have combined to hinder progress. There are some strengths. In early years, for example, there is a strong focus on number and mathematical language.

However, in older year groups, pupils do not learn all that they should.

In most other subject areas, leaders have thought carefully about the sequence of learning. In science and geography, for instance, they have identified the small steps in knowledge that pupils need to grasp in order to make progress.

Lessons often begin with mini-quizzes or reminders about earlier learning. This helps pupils to remember important information and to practise using what they know. However, while the design of the curriculum in most subjects is sound, classroom practice varies.

In part, this is because the school has been hit hard by staff absence. This has interfered with staff training. In response, leaders have provided curriculum information videos for staff.

These readily available resources are helpful and indicative of the school's solution-focused leadership. Even so, there is still more to be done to ensure a smoother learning journey across the school.

The school provides high-quality pastoral support to pupils and their families.

Staff provide parents with information about organisations that can help them. On top of this, they put on extra sessions at weekends to help pupils catch up with missed learning due to the pandemic.

St George's is an inclusive school where staff celebrate diversity.

Pupils with special educational needs and/or disabilities are supported to access the full curriculum.Leaders make careful checks on their progress and call on expert advice when needed.

Staff describe the school as a supportive place to work.

Leaders give staff regular feedback about their work and set ambitious, yet realistic, expectations for them to aim for. Local governors and trust leaders are well informed about the school's work and performance. They bring a healthy level of challenge and support, which helps to steer school improvement.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know about local risks and work with different organisations and community leaders to share information when appropriate. They keep staff up to date with requirements and check that they know what to do in different situations.

Through the curriculum, staff teach pupils about the dangers they might face and how to keep themselves safe. The school's systems for recording and responding to concerns are fit for purpose.

If staff spot any changes in a pupil's behaviour or attendance, then they look into it to find out why.

The school carries out all the right checks on staff and visitors.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The mathematics curriculum requires further refinement to ensure it meets all pupils' needs in key stages 1 and 2. Currently, pupils' learning does not progress as well as it might, and they have catching up to do in the older year groups.

Leaders should press on with their plans to strengthen curriculum guidance and teaching in mathematics. ? In most foundation subjects, curriculum guidance is in place, but the quality of learning varies across the school. In part, this is due to staff absence and disruptions to staff training.

This means that some staff do not have sufficient knowledge or confidence to make the most of the school's current curriculum guidance. Leaders should continue to support and develop staff so that they develop the necessary subject knowledge and experience to teach the planned curriculum well. ? In art and design, and design technology, curriculum guidance could be better.

Currently, some classroom activities do not focus on the right things. Leaders know this. They should revisit curriculum guidance in these subjects to ensure that it supports pupils to get better at art and design, and design technology.