St George’s CofE Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

St George's is an inclusive school.

Pupils accept and celebrate differences. Leaders have high expectations for all pupils. They ensure that everyone has opportunities to experience success.

Staff take the time to understand pupils' strengths and areas to be developed. One parent, whose view represented the views of many, told us, 'St George's brings out the best in all pupils.'

Pupils said that bullying rarely happens.

They are confident that if it did happen, staff would act swiftly. Pupils feel happy and safe in the school's calm environment. They value the relationships they have with adults.

Pupils told us that they do not have many wo...rries because there is always someone to help them.

Pupils enjoy contributing to school life. They have a voice in decision-making through roles on the school council.

Pupils have access to a wide range of purposeful extra-curricular activities. For example, the art club recently showcased its work in a local gallery. Parents are supportive of the school.

They appreciate the strong communication from staff. Parents praised leaders' dedication to pupils' well-being throughout the COVID-19 pandemic.

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

Pupils love to read.

Teachers invite 'mystery' visitors into school to read to pupils. Pupils can explain the types of books they like to read. They read widely, from a range of authors.

Children in the Reception class get off to a strong start because teachers prioritise phonics. Teachers provide opportunities to develop early reading skills in the independent learning areas. Children make the most of these opportunities.

Parents receive guidance from teachers to replicate learning activities at home. This supports children well in learning to read.

Pupils read books which contain the sounds that they know.

This helps them to develop into fluent readers. Teachers identify pupils who find reading difficult, and provide them with extra help. However, some adults do not have the skills they need to help pupils to learn to read well enough.

Some are unclear about the school's approaches to supporting pupils with phonics.

Leaders have carefully considered what they want pupils to learn. The school's curriculum reflects the school's motto, 'building on firm foundations'.

Leaders ensure that the curriculum is sequenced well, so that pupils can build their knowledge over time. Learning is interesting and engaging. In mathematics, pupils use practical resources to support their learning and deepen their understanding.

Middle leaders are becoming more confident in their subject leadership roles. They understand what pupils need to learn. However, assessment is not yet used precisely enough to check what pupils know and remember.

Leaders have high expectations of all pupils, including pupils with special educational needs and/or disabilities. Leaders are proactive in their determination to secure individualised support for pupils. Leaders combine this with thoughtful adaptations to help pupils access the curriculum successfully.

Parents feel that leaders consider their views. They praised leaders for the care they show towards their children. Parents view the school as 'a happy place to learn'.

Pupils enjoy attending school. They enter the building each morning with excitement about their learning. Pupils learn about beliefs that may be different from their own.

They share the view that everyone is welcome. Pupils show maturity in their understanding of equality and diversity. They have a secure understanding of different types of relationships.

They know that successful relationships rely on trust and respect.

Pupils are kind and considerate. They respect the school rules.

Most pupils learn how to manage their emotions well. Some pupils need extra help with this, and leaders provide effective personalised support for these pupils. Staff know pupils and their families well.

Teachers apply the behaviour policy consistently. As a result, pupils are very clear about what the expectations are.

Staff feel well supported in their roles.

They value leaders having an open-door policy if they have any concerns. All staff who gave their views are proud to work at the school. They appreciate the input that leaders provide to support their professional development.

Leaders are aware of pressures on staff when making decisions about improvement strategies.

Governors challenge and support leaders well. They bring a range of experience to their roles.

Governors have the skills to check that leaders hold an accurate view of the school. They understand and share leaders' aspirations.

Safeguarding

The arrangements for safeguarding are effective.

Pupils feel safe. They know staff are there to help them. All staff understand the procedures for reporting concerns.

They closely monitor pupils who are vulnerable. Leaders promote a culture of 'it could happen here'.

Leaders ensure that pupils and families receive support from external agencies when they need it.

Pupils know how to access help through channels such as Childline. Leaders provide training on relevant local issues, such as county lines.

Leaders ensure that the appropriate checks are completed on all adults who work in the school.

These are captured accurately on the school's single central record.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have developed a curriculum that is well planned and well sequenced. However, assessment systems for some subjects are not as clear.

As a result, leaders cannot be sure that pupils are learning the planned curriculum as they intended. Leaders need to put in place an agreed system to assess what pupils have learned and remembered over time. ? Pupils who fall behind with their reading are given support to catch up.

However, leaders have not ensured that all adults supporting these pupils have the knowledge they need to develop pupils' phonics effectively. This slows down the progress for some pupils. Leaders must ensure that all staff have a secure understanding of the school's approach to early reading.