St James Church of England First School

Highlights from Latest Inspection

What is it like to attend this school?

St James is a friendly school in the heart of its community. Pupils flourish in its supportive atmosphere. They appreciate the kindness and warmth shown by staff.

Pupils uphold the school's values of love, truth and hope in all they say and do. For example, they show 'love' by donating clothes to pupils in a school in South Sudan.

The school strives to achieve high standards for every pupil.

This is shown in the strong outcomes in the Year 1 phonics screening and Year 4 multiplication tables checks. Pupils also acquire knowledge and skills that extend beyond these academic subjects.

Starting in the Reception Year, children follow the school's routine...s very well.

Typically, learning flows without disruption because pupils choose to do what is right. They strive to earn points as part of the school's behaviour reward system.

The school carefully considers the social and cultural experiences it provides for pupils.

For instance, all pupils perform on stage, participate in sporting competitions and learn to play a musical instrument.The overwhelming majority of parents and carers praise the school's work. A typical comment from a parent was 'my children are inspired, happy and thriving'.

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

The school sees reading as the gateway to all learning. Staff select books to enhance pupils' understanding of diversity. For example, pupils build empathy from the books they read about refugees.'

Love to read' sessions are treasured across the school. Children in the Nursery class listen intently to The Gingerbread Man story and join in with the rhymes. Staff are experts in teaching the phonics programme.

They use ongoing checks with rigour to ensure that no pupils fall behind. By the end of Year 1, pupils gain a strong grasp of phonics. Older pupils enjoy the 'WILD reading challenge'.

This inspires them to read more at home. Pupils leave the school as confident readers.

The curriculum is ambitious, including for pupils in mixed-age classes.

It sets out the knowledge and vocabulary pupils should know and remember. Staff model subject-specific vocabulary and encourage pupils to use new words. For example, children in the Reception Year develop a detailed understanding of weather, igloos and animals in Antarctica when learning about the natural world.

Pupils in Year 4 understand why the Vikings invaded Britain and the importance of fertile land for growing crops.

The school chooses a range of approaches to help pupils build their knowledge. For example, pupils in Years 3 and 4 confidently chant multiplication tables and division facts in mathematics.

They use this knowledge well to solve more complex calculations. Most pupils achieve well in their learning. However, in a few subjects that have been more recently revised, pupils' knowledge is not as deep as in others.

Pupils enjoy writing. Children in the Reception Year write simple words and sentences accurately. Across the school, many pupils write with increasing sophistication.

However, some staff do not consistently rectify misconceptions in pupils' written work. As a result, some pupils continue to make the same errors in punctuation and letter formation. This affects the quality of their writing.

The school identifies pupils with special educational needs and/or disabilities (SEND) early. Staff use visual prompts and personalised resources so that pupils with SEND can join lessons with their peers. Well-targeted pastoral support helps pupils to overcome any worries.

This contributes to pupils' positive attitudes towards learning and behaviour.

The provision for pupils' personal development is a strength. Pupils know it is important to get enough sleep, drink water and socialise to improve their mental health.

An impressive range of clubs introduce new interests like gardening, choir and chess. Pupils take on roles across the school as play leaders and school councillors. They make a positive difference to the school, for example by fundraising for new playground markings.

Pupils develop a sense of community by singing in the local church and planting poppies to mark Remembrance Day.

Leaders have worked determinedly to improve the school. They have put pupils at the heart of all the decisions that they make.

A strong culture of teamwork exists in the school. Staff are positive about the support they receive from the trust to hone their practice. They value how leaders consider their workload.

Local governors and trustees work with the school effectively. They check that the school's actions are making a difference.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not consistently rectify misconceptions in pupils' written work. As a result, some pupils continue to make the same errors in basic punctuation and letter formation. The trust should ensure that all staff follow its approach to teaching fundamental writing skills so that pupils develop their writing fluency and accuracy.

• A minority of subjects have recently been revised and are at an earlier stage of implementation. In these subjects, pupils' recall and depth of knowledge are less secure than in others. The trust should embed these subjects so that they have a positive impact on pupils' retention of knowledge over time.