St Giles’ CofE (Aided) Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of what they learn and achieve at St Giles'. Every pupil is known as an individual, and staff expect all pupils to succeed and flourish.

This includes pupils with special educational needs and/or disabilities (SEND), who receive carefully tailored support.

Leaders have high expectations for pupils. They are supported by extensive opportunities to enrich their learning.

Pupils of all ages enjoy taking part in arts festivals, music workshops and 'reading week'. These help them to build character and confidence well.

Pupils embrace the school's values.

They learn to be kind and considerate towards others. This creates a positiv...e atmosphere in classrooms and the playground. Although a few pupils find it more difficult to concentrate at times, most pupils behave sensibly and calmly.

All pupils know that they are safe and well cared for. They are confident to speak to adults about any concerns they might have. Bullying is not tolerated.

There is a variety of ways for pupils to lead and contribute to the life of the school. Through the faith, school and eco councils, they encounter thought-provoking issues. This helps pupils to feel part of a genuine community.

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

Leaders have designed an ambitious curriculum. They have organised and selected the knowledge that pupils will learn clearly and sensibly. Teachers use their strong subject knowledge to break down the learning content clearly.

Pupils respond with enthusiasm and interest. Leaders identify the needs of pupils with SEND quickly. Teachers adapt the curriculum successfully for those pupils, supporting them to achieve well.

The work set by teachers enables pupils to meet the curriculum aims. Teacher explanations are effective. Pupils build on their learning over time.

For example, in music, pupils deepen their understanding by using their prior learning about pitch and rhythm when encountering new songs. Teachers check pupils' understanding, but in a few subjects, they do not always ensure that misconceptions are picked up swiftly enough. This means that gaps in the knowledge of some pupils develop.

Leaders make reading a priority. In early years, teachers deliver high-quality phonics teaching, which gives all pupils a positive start in learning to read. The learning environment is filled with prompts that support the learning of sounds and words.

Pupils of all ages enjoy a wide range of exciting books, and they develop a broad vocabulary. This helps to foster a real enthusiasm for reading. Weaker readers receive frequent, targeted support.

This helps them to catch up in their reading.

Pupils show positive attitudes to learning, including when they encounter challenges. Clear routines are embedded consistently from early years onwards.

This helps to create a purposeful and calm atmosphere. Leaders are quick to identify issues with attendance. However, the impact of leaders' work to reduce pupils' absence has been mixed.

Many pupils are still absent too often. This limits their opportunities to learn as well as they could.

There is an extensive range of opportunities planned to enhance pupils' overall development.

Leaders have ensured that all pupils benefit from a coherent and ambitious programme. Pupils' perspectives are broadened through books and music from different cultures. They consider ethical and moral issues during reflection time and values-themed assemblies.

The opportunities provided by the school help pupils to develop determination and resilience. Leaders ensure that individual support is provided for less confident pupils. Equal opportunities and fairness are cherished.

From early years, pupils learn about healthy lifestyles and relationships, such as what it means to be a good friend. The personal development programme helps pupils to embed a positive approach to learning.

Leaders have a clear ambition for all pupils.

Resources are deployed well to address the barriers that pupils face. Leaders are mindful of the workload pressures that staff face. Leaders provide effective training for staff, often in response to emerging needs.

Governors understand their responsibilities clearly. They fulfil their statutory duties and support the school's strategic development. Governors have been active in supporting the development of the curriculum.

Leaders' engagement with the community is effective. Committed volunteers contribute to pupils' experiences in school, such as supporting trips. This helps to reinforce the welcoming and inclusive ethos that leaders have created.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a culture of vigilance around safeguarding. Staff are alert to potential warning signs of harm, such as changes in pupils' behaviour.

When pupils need support, effective provision is available in school. Leaders are tenacious in securing help for pupils from outside agencies when needed. Safeguarding records are kept up to date and indicate the actions leaders have taken.

Governors have a secure understanding of their safeguarding duties and the school's practices. Governors and staff adopt an approach that 'it could happen here'. Leaders are active is assessing potential risks, and they emphasise learning from previous incidents and concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? In some subjects, teachers do not always identify pupils' misconceptions accurately. This leads to gaps in the knowledge and understanding of some pupils. Leaders should ensure that teachers identify and address misconceptions swiftly and accurately.

• Despite leaders' efforts, too many pupils are persistently absent. This leads to some pupils missing out on vital learning. Leaders should ensure that their methods for ensuring all pupils attend regularly are effective.

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