St John Fisher Roman Catholic Primary School, Rochdale

Highlights from Latest Inspection

Outcome

St John Fisher Roman Catholic Primary School continues to be a good school.

What is it like to attend this school?

Pupils arrive at school smiling each morning. Staff greet them with equally big smiles. Pupils said that the positive relationships that they have with staff are one of the best things about the school.

This helps them to feel happy here.

Pupils are incredibly polite. They behave sensibly and considerately as they move around the building, for example they hold doors open for each other.

This consideration continues during lessons, where pupils listen respectfully to staff and to their peers. Pupils enjoy learning and try hard in all that they do. Thi...s helps them to rise to the school's high expectations of their achievement.

Pupils are rewarded for inspiring others. They learn to value kindness and they embrace opportunities to serve their community. For example, some older pupils organise games at breaktimes for children in the early years.

Members of the school council take seriously the responsibility of representing their classes. Pupils are proud of these roles.

Pupils enjoy a wide range of trips and visits locally and further afield.

For example, pupils in Year 6 take part in a residential trip where they enjoy a rich variety of outdoor activities. Pupils described this as 'a lifetime experience'.

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

The school provides an ambitious curriculum for pupils, including those with special educational needs and/or disabilities (SEND).

Opportunities for pupils to learn about their local area are woven through the curriculum. Pupils said that this helps them to feel proud of where they live.

The school has thought very carefully about what pupils will learn in each subject.

Staff deliver the curriculum well. In most subjects, it is clear which is the most important information for pupils to know. Staff frequently revisit this learning.

They adapt their delivery of the curriculum to address any misconceptions as they arise. In these subjects, pupils learn well. However, in some other subjects, the school has not made clear which information pupils should acquire.

This includes the curriculum in the early years. This lack of clarity hinders staff in designing lesson activities that emphasise important knowledge. In these subjects, some pupils do not build their learning as well as they should over time.

Reading is at the heart of the school's curriculum. Pupils thoroughly enjoy reading. Even those who find reading more difficult are confident to read aloud.

Children in the Reception class enjoy retelling their favourite stories using puppets. Pupils eagerly anticipate 'star books' afternoons, when their parents and carers are invited into school to read with them. Some pupils spoke with delight about how the books in the 'I can find myself in books' baskets reflect their own lives.

Pupils participate enthusiastically in phonics lessons. Staff are well trained to deliver the phonics programme. They provide expert support to pupils who fall behind in their reading knowledge.

This helps pupils to learn to read accurately and fluently.

The school swiftly identifies any additional needs that pupils may have. In the main, staff are knowledgeable about how to help pupils with SEND to access the full curriculum.

However, there is some variability in the effectiveness of this support. The school has identified this and is providing staff with additional training and guidance. This is having a positive impact in helping pupils with SEND to learn well across the curriculum.

The school places a strong emphasis on pupils' personal development. This is enhanced with carefully chosen visitors into school to inspire pupils with alternate perspectives. For example, a recent visit from an elite athlete prompted pupils to think deeply about the importance of being tolerant of others.

The school is determined to raise pupils' aspirations for their future lives. To this end, pupils participate in an annual event where they meet people from a range of professions. They value this opportunity to broaden their understanding of the world of work.

Pupils are exceedingly attentive to their teachers. Even the youngest children are familiar with well-established routines that promote their positive behaviour. During lessons, pupils are alert to non-verbal cues to listen and they take pride in responding to these quickly.

Pupils attend school regularly.

Pupils, staff and governors share a strong sense of pride for their school. Staff enjoy working here.

They said that they support each other well. Staff appreciate that deadlines are set out in advance so that they can manage their commitments. Many governors have longstanding ties to the school.

They are passionate about working with the school to continue to refine the quality of education that it provides.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, and areas of learning in the early years, the school has not identified the precise knowledge that pupils should know and remember.

This makes it difficult for staff to design appropriate learning activities that help pupils to learn the intended curriculum. The school should identify the specific curriculum content for pupils to acquire in these subjects so that they learn all that they should.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in November 2018.

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