St George’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at St George's C of E enjoy coming to school. They appreciate the help adults give them in lessons. They work hard and aspire to reach the high expectations leaders have of them.

Most pupils achieve well across the curriculum.

Leaders promote the school's inclusive and Christian values of respect, perseverance, compassion and friendship. These are carefully woven through all aspects of school life.

The school has a strong focus on nurturing the whole child.

Pupils know and understand the school's rules and values. They behave well in and outside of lessons.

They look after each other. Pupils make friends easily because they are kind t...o each other. Bullying is rare.

When it does happen, adults deal with it quickly.

Pupils feel safe and appreciate how much the adults at school care about them. They value teachers listening to them.

They say they can talk to the teachers about anything that interests them or bothers them.

Pupils enjoy the opportunities teachers have carefully chosen for them. These include sports tournaments, visiting museums and going on welly walks.

They appreciate taking on positions of leadership, such as house captains, librarians and science ambassadors. This helps pupils to understand how to be responsible.

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

Senior leaders have been relentless in making improvements since the previous inspection.

They want the very best for the pupils.

Leaders have developed an ambitious curriculum. They have identified what they want pupils to learn.

Pupils are inspired through topics, such as 'Extreme Environments' and the 'Stone Ages'.

In some subjects, such as English and mathematics, leaders have designed the curriculum to allow repetition of knowledge and vocabulary. This helps to develop pupils' spoken language which, in turn, improves their writing.

The mathematics curriculum has aspirational goals for pupils. It builds on the important knowledge that pupils need to learn. Staff use mathematical language effectively in order to support pupils' reasoning and oracy skills.

Pupils talk confidently about their learning in mathematics. They demonstrate a wide range of mathematical knowledge and competence from an early age. This is because staff in Reception plan activities that incrementally build on what children have learned previously.

However, in a few foundation subjects, leaders have not built-in opportunities to return to previous learning. In these subjects, pupils struggle to talk and write about their learning in depth.

In English and mathematics, assessment is used well.

Teachers routinely check that pupils are remembering their learning. They adapt the curriculum in these subjects to meet the needs of the pupils. However, there are some subjects where teachers do not identify what pupils already know.

When this happens, teachers do not match learning carefully enough to what pupils already know and can do.

The reading curriculum is ambitious. It is coherently sequenced and makes clear the sounds that pupils should know and remember at each stage of their education.

Staff deliver the programme effectively. Pupils remember what they have learned. The books that pupils read are matched closely to the sounds that they know.

As a result, they soon begin to read fluently. Across school, pupils develop a love of reading. They read widely.

They read a range of books, including poetry, fiction and non-fiction. Teachers read to pupils regularly. Pupils say that this helps them to understand and enjoy more challenging texts.

They have an extensive knowledge of a range of authors.

Leaders provide high-quality training for all subject leaders. They support teachers well to develop their subject knowledge and to deliver the curriculum effectively.

Staff have a clear understanding of the needs of individuals. Careful identification supports leaders in ensuring that vulnerable pupils and those with SEND receive tailored provision. Staff adapt learning to enable all pupils to access a broad and balanced curriculum.

Pupils with SEND achieve well.

Leaders provide a rich personal development curriculum. The school's personal, social and health education curriculum (PSHE) prepares pupils well for life in modern Britain.

Pupils learn about healthy lifestyles and how to understand and manage their feelings and emotions. All pupils can take part in a performance to show parents and carers what they have learned.

Staff are proud to work at this school and agree that the school is well led and managed.

This is because leaders, including governors, provide good support. Staff are very positive about the actions taken to reduce their workload.

Governors fulfil their roles well.

They visit the school regularly and ensure that they are well informed. They use this information to question leaders about the school's performance.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive regular safeguarding training. They know what to do if they have concerns about a pupil's welfare. Leaders are tenacious in securing the right support for pupils from external agencies.

This gets pupils the help they need. Leaders make sure that pupils benefit from effective pastoral support. Staff know how to identify pupils who may need help with their mental or emotional health.

Leaders put this support in place quickly.Pupils know how to stay safe and behave responsibly in different situations, both online and when out in the community. Policies and procedures are effective, including staff pre-employment checks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not use assessment effectively in some subjects. They do not make the right checks to ensure that pupils are remembering their learning. Leaders should review arrangements for how teachers assess the progress that pupils make against the key knowledge identified in curriculum plans and use this information effectively in order to inform future planning.

• In some subjects, leaders have not allowed for opportunities to revisit previous learning to embed key knowledge. As a result of this, pupils sometimes struggle to remember their learning. Leaders should ensure that there are opportunities within the curriculum to revisit learning to ensure that pupils can use and apply their knowledge.