St James’ Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school.

They know that their teachers want the best for them. Pupils told inspectors that teachers make learning interesting and fun.

Leaders provide lots of opportunities for pupils to understand the qualities needed to be a good learner.

They support pupils to overcome challenges in their learning. As a result, pupils are able to stick at tasks even when they get difficult.

Pupils value the extra opportunities and clubs that are on offer.

At lunchtimes, they enjoy exploring the 'scrap store' set up by the student council. In lessons, pupils behave well and work hard. This enables teachers to teach and pupils to learn... in a productive, happy atmosphere.

Leaders make sure that resources match the needs of their pupils. Good examples of this are the newly built sensory room and the ark, which both provide appropriate support for pupils with special educational needs and/or disabilities (SEND).

There are warm, respectful relationships between pupils and adults.

Pupils trust that staff will keep them safe. Pupils develop the confidence to take risks in their learning.

Pupils say that bullying is very rare.

They know that if it does happen adults will sort it out quickly.

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

Leaders and governors have a clear understanding of what the school does well and what needs to be developed. For example, leaders have taken the right steps to improve pupils' behaviour in lessons.

There is little learning time lost through low-level disruption. Leaders have also improved the way in which subjects are planned and taught. In mathematics, there is a new scheme of learning which teachers are delivering well.

Pupils told inspectors that they enjoy their mathematics.

Curriculum leaders manage their subjects skilfully and support teachers effectively. Some curriculum leaders have not had enough opportunities to monitor how well the curriculum is taught and how this impacts on the quality of pupils' work.

Teachers have a good knowledge of each subject and how to teach them. Teachers make sure that learning activities build on things that pupils have learned previously. For example, when timelines are covered in history the learning becomes more challenging as pupils move through the school.

In Year 2 pupils look at 1000-year steps. Year 6 pupils draw on previous learning to research and create their own timelines showing events leading to the First World War.

Leaders have prioritised pupils' physical and emotional well-being.

Leaders have created a curriculum that provides for the broader development of the pupils and not just the academic. Events such as health and well-being week help pupils to understand how to stay healthy. Pupils have a good understanding of democracy and they value the work of the student council.

Pupils with SEND are usually well supported in their learning. They make good progress through the curriculum. However, in mathematics some lack the confidence to 'give it a go'.

Some adults do not provide pupils with the strategies they need to work independently. When adults check pupils' understanding and then encourage them to try things for themselves pupils usually succeed.

Leaders have placed great importance on pupils learning to read from an early age.

All staff are well trained to teach phonics (letters and the sounds they represent). Adults are able to spot when pupils fall behind. Adults give pupils extra help where it is needed.

Staff share a love of reading. This is seen in teachers' enthusiasm as they read stories to their pupils. Pupils told us that they enjoy reading the books that they take home.

In early years, children are enthusiastic about their learning. They trust, and feel well supported by, adults. Children enjoy their learning, and many are able to talk confidently about it.

Children have the confidence to take risks. In Nursery, children were confident to climb high into a tree.

Children in early years make good progress through the reading and mathematics curriculum.

This prepares them well for their move to key stage 1. Children who arrive at the school with very little knowledge of the English language are supported to catch up quickly.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors place great emphasis on keeping children safe. All staff are well trained to identify and report any concerns they may have about a pupil's well-being. There are clear systems in place to make sure that any incidents are accurately recorded and followed through.

Leaders work well with experts from outside the school when more help is needed.

Pupils understand the importance of keeping themselves safe when using the internet and when playing in the local community. They are aware of the risks that they face.

What does the school need to do to improve?

(Information for the school and appropriate authority)

While curriculum leaders manage their subjects well, a small number have not had enough opportunities to monitor how well the curriculum is taught and how this affects the quality of pupils' work. Senior leaders should share the good practice shown by many curriculum leaders to help others to develop their roles. .

When working with pupils with SEND some adults do not provide pupils with the strategies they need to work independently. Pupils can lack the confidence to try work for themselves and they become overdependent on the adult support. Leaders should ensure that the adults working with pupils with SEND give more appropriate support.