St Leonard’s (CofE) Primary School (VC)

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are encouraged to be the 'best you can be' both academically and pastorally in this ambitious place to learn. Pupils have a palpable excitement for school and all it has to offer.

Their high attendance reflects this.

The school has high expectations for pupils' achievement. Most rise to these.

There are some pupils whose academic attainment falls short. However, the school is doing all it can to help them catch up quickly. Pupils know the school rules.

They display kindness in their interactions. Younger children settle quickly into school life because staff forge strong relationships with them. Pupils feel comfortable to share any concerns wi...th staff.

Pupils benefit from an excellent programme to develop their character beyond the academic. The school has created a culture of inclusivity. Pupils have equitable access to the extensive clubs and activities on offer to develop their interests, such as cookery and Spanish club.

Since COVID-19, the school has proactively aimed to reduce pupils' insecurities by introducing residential trips in younger years. There is now exceptional uptake of these. Because of this, pupils quickly develop independence and confidence.

Far more pupils now get to experience exciting activities such as water sports, climbing and rowing.

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

Following a period of instability, leaders have driven school improvement with determination. They are uncompromising in their drive to give pupils the very best education.

They are supported by a dedicated staff team, governors and trust who are unrelenting in their pursuit of excellence. They know the school well, particularly the areas that they continue to refine.

The school has made substantial improvements to the curriculum.

Leadership at all levels is remarkably strong. The school has given ownership to these expert staff to develop the curriculum to be broad and ambitious. The school has carefully selected and logically sequenced the most important knowledge pupils need to learn at each stage from the early years to Year 6.

Staff ensure pupils remember their learning. For example, they use picture prompts to recall prior knowledge. As a result, pupils build their understanding well by making links across subjects, such as geography and history.

Pupils can explain what key concepts such as climate and sustainability mean. This includes pupils who are disadvantaged, including those with special educational needs and/or disabilities (SEND). Staff quickly identify the needs of pupils with SEND.

These pupils benefit from adaptations to learning that help them learn the curriculum well.

Pupils' achievements have improved impressively over a short period of time. However, in some areas, gaps in knowledge persist.

The school is addressing this through careful curriculum consideration. Consequently, pupils' knowledge, particularly of how to reason in mathematics, is improving rapidly. By the end of Year 6, most pupils now read, write and learn mathematics well.

However, some disadvantaged pupils still do not achieve as well as others. This is because, on occasion, staff do not correct misconceptions quickly enough and so pupils make repeated errors. The school is supporting staff strongly.

Staff are rapidly developing their expertise, but the full impact of this is yet to be seen in pupils' knowledge.

Well-trained staff teach pupils to read. Pupils practise reading books that match the sounds they are confident with.

Pupils who struggle benefit from additional support. This helps them to gain fluency and confidence to read.

Pupils strive to demonstrate the school's values.

Children in early years take turns and share willingly. Older pupils engage well with learning. Attendance has a high profile.

Leaders' thorough analysis and support means that absence has reduced.

The school's personal development programme is exceptionally well designed to strengthen pupils' knowledge and appreciation for diversity. As a result, they celebrate the rich array of religions and cultures within the school community, such as at the food festival.

Pupils know they have rights, for example through voting, and that these rights come with responsibility. They develop compassion by creating Christmas cards for the Salvation Army to distribute. Staff teach pupils to safely prepare food so they have the life skills they need to be able to cook healthy meals.

Pupils are empowered to select the books the school purchases from the local book shop. They become mature, well-rounded and community-minded individuals ready for their next stage.

Staff are highly complimentary of the expertise from school and trust leaders to develop their knowledge of the curriculum.

There is a strong sense of shared purpose. Parents appreciate the dedication to each child shown by the staff.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasions, some staff do not ensure that misconceptions are addressed leading to gaps in pupils' understanding. This means some pupils do not have a secure foundation of important knowledge. The trust should continue to develop staff expertise to identify and correct errors in pupils' work so that they achieve well through the curriculum.