St George’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school.

They know that staff work hard for them and want them to do well. Pupils are keen to learn. As one pupil typically explained, 'Staff try their best, just like us.'



Pupils learn well in some subjects, but not all.

Pupils know that it is important to behave well, and most do. They say that staff deal with poor behaviour consistently and fairly.

Most pupils enjoy being rewarded for good conduct and effort. They are confident that staff deal with instances of bullying swiftly. One pupil expressed the views of many by stating, 'I trust staff and have someone to talk to if I'm worried.'



Pupils r...espect each other and adults. When somebody new joins the school, pupils say they are accepted as individuals. Pupils value opportunities to broaden their horizons, for example by finding out about different jobs.

The '11 things to do before 11' initiative encourages them to try out new activities.

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

Leaders have high expectations of what pupils can achieve. They have focused on the right things to improve the quality of education.

However, it is not yet good enough in some subjects.

Some subjects are well established. In mathematics and English, leaders have made sure that the curriculum is well planned.

They have thought carefully about what pupils need to learn and when. Teachers use appropriate resources in these subjects to help pupils secure new knowledge.

In other subjects, including history, and design and technology, curriculum planning is less well thought out.

Leaders have not identified exactly what they want pupils to know. They have not made sure that pupils learn new things in a logical order. Teachers do not take the needs of pupils in mixed-age classes into account well enough when planning learning.

Pupils are not able to recall what they have learned previously with confidence. They make spelling mistakes in their written work that are often left uncorrected.

Teachers have received appropriate training in the new approach to teaching phonics.

They know exactly what sounds pupils should know and by when. Phonics is taught consistently well. Children start to learn letters and sounds as soon as they join the early years.

Well-matched reading books help pupils practise the sounds they have learned. Extra phonics sessions each day help pupils who have fallen behind to catch up. Staff encourage a love of reading by frequently sharing stories and poems.

Older pupils always have a reading book readily to hand. They choose these books from the school's well-stocked library. Pupils love 'tasting' new books at the book café and recommending books they have read to others during 'book wars' discussions.

Leaders make sure that pupils with special educational needs and/or disabilities (SEND) get the help they need. Most teachers support these pupils appropriately so that they can achieve.

In the early years, staff focus closely on developing children's speech and language.

They encourage children to share their ideas and improve their vocabulary. The curriculum is well planned. Children enjoy a wide range of stimulating activities that capture their interests.

Relationships between children and adults are positive. Children enjoy working together and readily share activities. Leaders make sure that children are well prepared when they move to Year 1.

Most pupils attend school well. However, a small minority of pupils are often absent. Leaders' work to improve the attendance of these pupils is beginning to have a positive impact.

Pupils understand important British values such as democracy, and mutual respect and tolerance. They learn how to stay physically and mentally fit. They have an age-appropriate understanding of healthy relationships.

Pupils enjoy participating in extra-curricular activities. Parents and carers are positive about their children's experiences of the school.

Staff feel well supported.

They say that senior leaders carefully consider their well-being and workload. Governors new to post bring experience and a wide set of skills. They have quickly gained an understanding of the school's strengths and priorities for improvement.

The trust provides significant and ongoing support to the school as it continues to improve.

Safeguarding

The arrangements for safeguarding are effective.

Staff understand that safeguarding is everybody's responsibility.

They have had appropriate training. They inform leaders quickly when they are concerned that a pupil is at risk of harm.

Leaders are knowledgeable.

They take appropriate and prompt action to keep pupils safe. They seek help from external agencies if necessary to get pupils the right support. Leaders keep detailed records of the actions they take.

Pupils feel safe in school and well looked after. They know that staff will listen if they are worried about something.

Those responsible for governance have a detailed understanding of safeguarding.

They realise that any threat to pupils' safety 'could happen here'.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In core subjects, leaders have identified clearly what pupils need to know and when. However, this level of detail is lacking in the foundation subjects.

In these subjects, leaders have not identified exactly what pupils need to know. Pupils' learning does not build well enough on what they have learned previously. Leaders must ensure that the curriculums for foundation subjects are planned and sequenced precisely, and that teachers deliver the curriculums in these subjects well.

• Some leaders of foundation subjects do not have a precise-enough understanding of what is working well in their area of responsibility and what needs to improve. Leaders need to ensure that these subject leaders have the right training and support to be able to lead their areas of responsibility and be effective in their roles. ? Teachers do not consider the needs of pupils in mixed-age classes carefully enough when planning learning.

For some pupils in these classes, the work is not sufficiently demanding, while other pupils need extra help to access the curriculum. Leaders should make sure that the curriculum is appropriately ambitious for pupils in mixed-age classes. ? Teachers do not have consistent expectations about the accuracy of pupils' spellings.

Some pupils regularly spell words incorrectly in their written work. Teachers do not take a consistent approach to correcting these mistakes. Leaders should ensure that teachers' expectations of the quality of pupils' written communication are consistently high.

• Many pupils attend well. Some pupils are persistently absent, including disadvantaged pupils and some pupils with SEND. Leaders should work closely with parents to ensure that all pupils attend regularly.