St James CofE Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy and joyful school. Pupils describe it as having 'a family feel' because they are well cared for and valued. Pupils rise to the high expectations staff have for both their behaviour and learning.

Their behaviour is exceptionally positive. Pupils have very good attitudes to their learning and trust teachers to help them learn and achieve.

From the very start, children in Nursery are taught to value and respect each other.

Pupils help each other wherever they can. For example, Year 6 buddies support younger pupils, and this often results in caring friendships. Sports leaders play an important role in ensuring everyone can access and use the fun e...quipment at break and lunchtime.

Pupils feel safe at school. They know who to go to if they have any concerns and are familiar with the different methods for reporting worries. Pupils of all ages understand the importance of staying mentally healthy.

They value the school's programme which equips them with ways to cope with life's ups and downs. Pupils frequently use the techniques that they are taught if they are anxious or worried.

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

The school is highly ambitious for all pupils.

Everyone is dedicated to giving pupils a wide-ranging education. This contributes to the school's exciting atmosphere. Pupils have a deep understanding of the school's values of 'safe, respectful, responsible and ready'.

They know how shared values help to build a positive community. Pupils frequently use the school values to consider their own behaviour and conduct.

Much of the school's curriculum is carefully considered to meet pupils' differing needs.

For example, in computing and mathematics, the knowledge that pupils should learn is clearly sequenced. In these subjects, regular training helps teachers maintain their strong subject knowledge. Pupils' knowledge is frequently checked and targeted activities help pupils apply their prior learning to new ideas.

As a result, pupils' knowledge builds steadily over time. Where pupils need extra help, personalised plans are used effectively. This includes pupils with special educational needs and/or disabilities (SEND), who are supported effectively.

The school precisely identifies their needs and makes sure that teaching helps these pupils also achieve well.

However, in a few subjects, the curriculum currently requires further improvements. In these subjects, teachers' subject knowledge is less strong and lesson activities do not consistently help pupils to learn well.

The school is aware of this and has rightly prioritised continued training and curriculum improvements to ensure pupils know and remember more across the full curriculum.

The school's early years provision is exciting and welcoming. When children join, they are quickly integrated into the school.

The strong links between Nursery and the Reception Year help children to build their learning quickly. They are supported when moving up through the school by staff who know them well. Developing children's communication is a priority leading to children confidently speaking, willingly taking turns and sharing during play.

Reading is highly prized at this school. In Nursery and Reception, children enjoy plentiful stories and start to use sounds. These activities prepare them well for their future phonics sessions.

Pupils identify the library as one of the most important places because it represents the joy and range of reading that they do. Pupils are keen to read with adults and talk about their favourite books. Pupils regularly present book reviews in assembly and class.

This inspires others to read more widely and raises the profile of reading further. Pupils of any age who find reading more difficult are supported with both individual and group sessions to ensure they can also learn to read effectively.

The school knows its families well.

Helping all pupils to attend regularly is a priority. Where some find this more difficult, individual assistance is in place, and has been effective in reducing absence.

The wider personal development of pupils is exceptional.

Teaching about the wider world is seamlessly integrated into pupils' learning. Teachers help pupils explore and understand how people's lives may be different to their own. Pupils show empathy towards others.

They are interested in the world arround them and have a strong sense of equality and fairness. The school's clear and consistent values help pupils to be respectful and welcoming. Parents are very positive about how the school balances academic and wider learning for their children.

They recognise the caring culture that the school has developed.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the specific knowledge pupils need to learn is not identified precisely enough.

Additionally, some teacher's subject knowledge is not as secure as it needs to be. Consequently, pupils do not always build knowledge consistently well across all subjects. The school should ensure that the knowledge and skills which pupils need are precisely identified, taught, and then checked in every subject across the curriculum.

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