St Georges Church School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this friendly, welcoming school. They understand how the school values 'motivate' them and help them to believe in themselves. The school has high expectations for what all pupils can achieve.

Most pupils meet these expectations. They show positive attitudes, work hard and achieve well in most subjects.

The school has clear systems in place to promote positive behaviour.

This starts in Nursery where children listen carefully and respond well to the routines that are in place. Across the school, pupils are polite and well mannered. Most understand and follow the school rules well.

There is a calm and purposeful atmosphere in and... outside the classroom.

Pupils feel safe and cared for. Relationships between pupils and adults are warm and respectful.

Pupils trust adults to listen and help them with any worries or concerns that may arise.

Pupils appreciate taking part in a range of trips, such as visits to a local activity centre. They are eager to take on leadership responsibilities, which include being house captains and becoming members of the 'crew'.

They talk about how these roles help them to build a school community and enable them to lead discussions about topics, such as Remembrance Day.

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

The school has a clear vision for what all pupils can achieve. With the support of the trust, the new leadership team has brought stability to the school following a period of turbulence.

The school's curriculum makes clear the precise knowledge that pupils need to learn, and when, from the early years to Year 6.

The school has put in place systems to evaluate the impact of its actions. In many areas, these are well used to improve the quality of education that pupils receive.

For example, the school was quick to analyse why recent outcomes in spelling, punctuation and grammar in Year 6 were not as strong as expected. Pupils now have more opportunities to apply this knowledge and there is evidence that pupils' writing is improving. However, at times, staff do not use these systems as effectively as they could.

This prevents them from fully understanding what is working well and addressing any shortcomings that exist.

Reading is a priority for the school. Children in Nursery develop a love of stories from the moment they start.

Pupils learn to read through a carefully sequenced phonics programme. Most pupils learn and remember new sounds well. If pupils fall behind, they receive the support they need to help them to catch up quickly.

Older pupils read a range of texts with increasing fluency, accuracy and expression.

In most subjects, pupils learn well. In mathematics, for example, staff model new ideas effectively.

They ensure that pupils with special educational needs and/or disabilities (SEND) receive the support they need. Where appropriate, learning is adapted. As a result, most pupils with SEND learn the curriculum as well as their peers.

Teachers routinely check on what pupils know and remember. This helps pupils build their knowledge well over time. For example, children in Reception Year confidently describe the properties of a triangle.

Older pupils use their knowledge of multiplication when solving problems involving fractions. However, in some wider curriculum subjects, the checks that staff make are less effective. While pupils can discuss their current learning, they struggle to make links to what they have learned before.

This prevents them from building a depth of knowledge over time.

Pupils enjoy their learning and are keen to do well. This starts in the early years.

Children take turns and share their ideas eagerly. During social times, pupils of all ages behave well and enjoy the opportunities they have to play together.

The school tracks pupils' attendance with rigor.

If attendance falls, it works closely with parents and carers to bring about the necessary improvement. Most pupils attend school regularly because of this.

The school's personal development offer is an integral part of its work.

Pupils understand the importance of equal rights and tolerance for other cultures and faiths. They develop a mature understanding of the difference between a healthy and unhealthy relationship. Pupils develop their character by raising money for local charities.

They are well prepared for life in modern Britain.

Trustees and members of the local governing committee know the school well. They hold the school to account for its actions and fulfil their statutory duties effectively.

Staff enjoy working at the school. They appreciate the training they receive which helps them to develop their practice.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, assessment is not used sufficiently well to check that pupils have remembered the knowledge they have been taught. As a result, some pupils have gaps in what they know and do not build their knowledge well over time. The trust should ensure that teachers use assessment effectively across all subjects and use this information to inform future learning.

• In some areas, the impact of the curriculum is not evaluated well enough. As a result, the school is not clear as to how well pupils build their knowledge over time. The trust needs to ensure that all aspects of its work is evaluated effectively so that it can address any shortcomings and build on the strengths that already exist.

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