St John’s Catholic Primary School, Poulton-le-Fylde

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy in this nurturing school. They form trusting bonds with staff and each other. Pupils are kind and caring.

They try their best to follow the school rules.

Pupils are exceptionally well behaved. This is because they know what is expected of them.

They relish the praise and 'star points' that they receive for working hard and being polite.

The school wants the best for pupils' achievements. However, in some subjects, this aim is not realised.

Weaknesses in how well the curriculum is designed and delivered in these subjects mean that some pupils, including those with special educational needs and/or disabilities (SEND), do not d...evelop a deep body of knowledge over time. They do not achieve as well as they could.

Pupils benefit from a wide range of trips and clubs beyond the academic curriculum.

For example, pupils spoke enthusiastically about computer coding, music lessons and theatre performances. These experiences enable pupils to develop exciting new interests and find undiscovered talents.

Pupils flourish in their various roles and responsibilities.

These include acting as school councillors and 'eco-police'. These experiences contribute to pupils' increasing understanding of what it means to be a positive citizen in modern Britain.

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

The school prioritises reading.

It invests in high-quality and engaging books that pupils love to read. Pupils look forward to the special time each day when adults read to them. Pupils throughout the school read books that match their reading knowledge.

This helps them to be confident and fluent readers. Staff have the expertise that they need to identify if a pupil falls behind in the phonics programme. If this happens, most pupils receive the help that they need to catch up quickly.

In some subjects and areas of learning in the early years, the school has ordered learning thoughtfully. In these subjects, when staff introduce new content, they ensure that it builds on pupils' previous learning. Staff check on what pupils know and can remember.

They use this information to shape future learning.

This is not the case in several other subjects and areas of learning. The school has not clearly defined the knowledge that pupils should learn.

Subject leadership in these curriculums is underdeveloped. The school does not provide teachers with the guidance and support that they need to design appropriate learning activities that enable pupils to know and remember more. In addition, teachers do not identify and address misconceptions or gaps in pupils' knowledge effectively.

As a result, pupils struggle to build successfully on their prior knowledge. This means that some pupils and children in the early years do not achieve as well as they should.

Typically, the school accurately identifies pupils with SEND.

However, the curriculum is not adapted consistently well to meet the needs of some pupils with SEND. This means that, sometimes, these pupils do not learn as well as they should and gaps in their knowledge develop over time.

From the beginning of the early years to Year 6, there is a calm and purposeful atmosphere that enables children and pupils to focus completely on their lessons.

Pupils have remarkably positive attitudes to school and their learning. Children in the Reception class develop strong learning behaviours. Older pupils build securely on this positive start.

The school places great importance on pupils' regular attendance. Pupils know that they need to be in school in order to learn. This has ensured high rates of attendance for the large majority of pupils.

For those pupils who do not attend school regularly, the school offers effective support to families to reduce absence levels.

The school has thought carefully about pupils' wider development. Pupils learn about the differences between people, for example different types of family structures.

They learn about different religions and regularly visit their local parish. They understand the importance of treating everyone with respect. Pupils spoke proudly to inspectors about showcasing their talents through musical performances, sporting events and talent shows.

Through these activities, pupils build their confidence and independence.

Governors are committed to the school. They have recently developed new processes to evaluate the school's work.

However, some of these improvements to governance are at an early stage and the impact is unclear. For instance, they do not currently provide the level of challenge needed to ensure that pupils consistently receive a high-quality education. The school is considerate of staff's workload and well-being.

For example, it considers how best to implement new initiatives without overburdening staff.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In several subjects, including areas of learning in the early years, the school has not clearly identified the important information that children and pupils should learn and when it should be taught.

As a result, some pupils develop gaps in their knowledge. The school should ensure clarity regarding the essential knowledge pupils should acquire and the order in which it is taught, enabling them to deepen their understanding over time. ? For some pupils with SEND, the curriculum is not adapted consistently well.

As a result, these pupils do not develop their knowledge and skills as well as they could. The school should ensure that it has the necessary expertise to support pupils with SEND effectively. This will enable them to learn successfully and build a strong foundation of knowledge and skills over time.

• The school's strategies for checking pupils' learning do not identify and address gaps or misconceptions in their knowledge effectively. As a result, some pupils move on to new learning before they are ready. The school should take steps to address these gaps promptly, ensuring that pupils embed their knowledge securely over time.

• The school has not fully developed the leadership of some subjects. As a result, teachers do not receive the necessary support and guidance that they need to deliver the curriculum effectively. The school should strengthen subject leadership to enhance curriculum delivery so that pupils achieve well.

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