St George the Martyr Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in this nurturing and supportive school. They are proud of its inclusive ethos. Staff work in very close partnership with parents and carers to deliver the best possible experience for all pupils.

Published outcomes in reading and mathematics are consistently high. This is because the school has the very highest expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils are exceptionally well prepared for the next stage of their education.

Pupils' behaviour is exemplary. They listen attentively and are highly motivated. They understand the school values and why it is important to be kind and respect oth...ers.

From the early years, pupils learn to identify their emotions. They adopt a positive mindset where making mistakes is seen as part of learning.

The school has embedded a rich and broad curriculum which contains many thought-provoking experiences.

This includes a wide range of visits to the local area. For example, Year 5 pupils visit the Frances Crick Institute to complete chemistry experiments in the laboratory.

Pupils feel safe and know how to report any concerns to a trusted adult.

Bullying is not tolerated. The school develops pupils' independence and character. Staff encourage pupils to take on responsibilities.

For example, pupils show visitors around the school, help in assemblies, and organise events for different charities.

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

The school has an exceptionally ambitious curriculum. It is well sequenced, enabling pupils to build up their knowledge as they move through the school.

For example, in history, leaders have ensured that pupils develop a secure understanding of chronology from Reception through to Year 6. This means pupils can explain historical concepts such as 'civilisation' and 'invasion'. Teachers ensure that activities are adapted to meet individual pupils' needs.

In the early years, staff provide high levels of support for children to develop their language and communication. Children flourish in this supportive and purposeful environment.

The school's focus on early reading is at the heart of the school's work.

From the start of Reception, pupils learn to read using phonics. Staff have been trained well and teach with consistency and precision. Pupils develop the phonic knowledge and skills they need to read with fluency.

Teachers make sure that pupils read books which match the sounds they know. They swiftly identify any pupils who are not as fluent and put in place a range of appropriate support. This results in pupils, including those with SEND or who are new to English, becoming confident and enthusiastic readers.

This love of reading continues throughout the school. Every classroom has its own library with a carefully selected range of diverse and high-quality texts.

Teachers set work for pupils which matches the explicit aims of the school's curriculum.

They have excellent subject knowledge and create well-designed and imaginative resources. These strategies help pupils to learn and remember more. For example, in art and design, pupils recall concepts such as 'layering' and 'collage' from previous learning and apply them to a new topic about digital media.

Teachers check pupils' understanding regularly, addressing any gaps in knowledge immediately.

The school identifies the needs of pupils with SEND with precision. Staff are ambitious for these pupils and ensure that they follow the same curriculum as their peers, with adaptations to teaching if needed.

As a result, these pupils achieve exceptionally well.

The school has put in place a well-thought-through and age-appropriate programme to support pupils' personal development. This well-being curriculum is aligned to the school's ethos and enables pupils to 'Go shine in the world.'

Teachers explain sensitive topics such as consent with care. The school's 'project weeks' enhance pupils' understanding of social justice. Each year group completes a research project on a significant figure linked to equality.

For example, Year 2 pupils study Rosa Parks and racism while Year 5 pupils learn about gender inequality and the suffragettes.

Leaders have effective systems for ensuring that pupils attend school regularly and on time. As a result, attendance is higher than the national average and is improving.

Leaders also consider carefully how their behaviour policy works in practice. There is a strong focus on teaching pupils why good behaviour is so important. The school praises individual pupils and classes for their hard work and good conduct.

Staff are exceptionally positive and proud about working at their school. They appreciate the many professional development opportunities on offer through the partnership with other local faith schools. Governors fulfil their statutory responsibilities well.

They hold leaders to account for the quality of education at the school but also consider staff welfare. Parents are overwhelmingly positive about the school.

Safeguarding

The arrangements for safeguarding are effective.