St Luke’s CofE (C) Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Luke's CofE Primary is a close-knit and caring community.

Pupils' well-being has a high priority. Pupils enjoy coming to school. The school is full of happy and smiling faces.

The school is a welcoming place.

Music, art and sports opportunities enrich the curriculum. For example, theatrical performances, professional musicians and extra swimming lessons bring learning to life.

Pupils enjoy learning and teachers help them with their work. Leaders have high aspirations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils work hard and rise to this challenge.

Bullying is rare at school. Pupils are... confident that teachers will deal with bullying quickly. Leaders support pupils to reflect on their behaviours, actions and relationships with others.

Pupils are well behaved, polite and respectful.

Pupils are proud of the school motto, 'Growing in strength, love and wisdom we shine'. This reminds pupils to be kind to others.

Leaders and governors have created an environment where safeguarding pupils' welfare is everyone's business. As a result, pupils are safe. However, staff do not always comprehensively record safeguarding concerns.

Parents are overwhelmingly positive about school. They value the level of care given to their children by staff.

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

The curriculum is ambitious for all pupils, including pupils with SEND.

Leaders have set out the key knowledge, skills and vocabulary they want pupils to learn in most subjects from the early years to Year 6. The development of language underpins the curriculum across the school, including in the early years. Leaders have successfully maintained a sharp focus on improving mathematics and English.

Pupils remember and know more of the planned curriculum in these subjects. In other subjects, the key knowledge and skills that leaders want pupils to learn over time are not clearly established. How pupils' knowledge builds over time in these subjects is less clear.

Gaps remain in pupils' knowledge as a result. Leaders are aware of this and are improving the curriculum. However, they do not consistently evaluate how well their subject is being delivered.

The curriculum is taught well. Teachers explain new learning in a clear and consistent way. Misconceptions are addressed quickly, most of the time.

Pupils with SEND experience the same learning opportunities as other pupils. Teachers and teaching assistants support pupils' wide range of learning needs effectively. When required, teachers break down tasks and provide extra resources to support learning.

Teachers' subject knowledge is secure. They consistently model subject- specific language in their lessons. This starts from the very beginning in the early years.

As a result, pupils use subject-specific vocabulary when explaining their understanding.

Reading is a high priority in school. All staff are trained to teach phonics.

Their subject knowledge is secure. Children begin learning phonics from the very start in Reception class. Staff carry out regular checks to identify pupils who are falling behind with their reading.

Some older pupils have gaps in their knowledge. Leaders are successfully addressing this. Reading books are well matched to pupils' phonic ability.

Pupils across school enjoy reading. There are lots of opportunities for pupils to develop a love of reading.

Staff manage behaviour well.

They support pupils to reflect on their behaviours. This is done with care and compassion. There is a calm and orderly atmosphere across school.

This helps pupils to focus on their learning. Pupils want to do their best. They are eager to earn daily positive behaviour points.

There are a range of enrichment opportunities for pupils to experience. These include whole school projects, such as working with the Royal Shakespeare Company. Some pupils are now 'Shakespeare ambassadors' and promote the work of the playwright across school.

Pupils also visit the local university. Lecturers visit the school and work with pupils on projects, such as in science. More pupils aspire to go to university as a result.

Pupils are respectful and welcoming of people who are different to them. Pupils would appreciate more equipment and games at playtime.

Governors are supporting leaders with curriculum development.

This is having a positive impact on pupils' achievement. However, governors do not monitor safeguarding systems with the same rigour as they do the curriculum.

Staff work closely together and help each other.

They value the training they are given, especially in phonics and mathematics. Early career teachers are well supported by their mentor. Most staff say that workload is manageable.

They add that leaders are considerate of their well-being. Parents are positive about communication from leaders and how their children are supported.

Safeguarding

The arrangements for safeguarding are effective.

Leaders take action to follow up any safeguarding concerns raised by pupils and staff. Matters are dealt with quickly to ensure pupils are safe. Leaders work with outside agencies to support pupils and their families well.

Leaders organise regular training for staff. As a result, staff can identify potential risks of abuse and neglect. Although staff report and pass on safeguarding concerns, leaders do not ensure that these are always recorded.

Systems for storing and reporting safeguarding concerns are not sharp enough.

Teachers make sure that pupils know how to keep themselves safe online. Pupils have an age-appropriate understanding of healthy relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Current safeguarding reporting and recording systems are not robust. Safeguarding concerns are not always recorded and records cannot be easily accessed. Leaders should take urgent action to improve the systems and procedures for reporting and recording safeguarding concerns.

• Some subject leaders do not know how effectively the curriculum is being delivered and the impact it has in some curriculum areas. This means they do not know how well pupils are achieving in these subjects. Leaders should develop their approach to measuring the impact and delivery of the curriculum.

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