St Luke’s Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are exceptionally happy and proud to talk about their school. Leaders have high aspirations for all pupils and provide an ambitious curriculum. They place high importance on pupils understanding their community and the wider world.

The school values thread through every aspect of school life. Pupils are encouraged to show their resilience and to 'bounce back' when faced with a challenge.

Pupils demonstrate respectful behaviour throughout the school.

They support each other with learning and they care about how their peers are feeling. Leaders provide an inclusive environment and opportunities for pupils to celebrate their own identity. Pupils are taugh...t how to reflect on their actions and their work.

Teachers and pupils share positive respectful relationships. Pupils know that if they have any worries, an adult will help them.

Leaders provide pupils with a wealth of personal development opportunities.

All pupils learn to play an instrument. Leaders provide opportunities for pupils to take on roles of responsibility. Pupils are proud of the difference they make to the school community.

For example, safeguarding ambassadors greet pupils at the gate with breakfast. They say that their role is 'to help people to come in with a smile'. Sports leaders teach pupils how to play games at playtimes.

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

Leaders have given careful thought to the curriculum design. They have identified the key knowledge, skills and vocabulary they want pupils to learn. Learning builds over time.

Firm foundations of learning start in Reception class. Communication and language are a priority. Staff use every opportunity, including books and stories, to develop children's vocabulary and communication skills.

In mathematics, focused sessions teach children to understand numbers. Children practise and apply this knowledge independently in the learning environment. For example, children enjoyed being able to count the number of toy animals in the play area.

Leaders are currently focusing on providing further support for the development of children's early handwriting skills. They know that this will help develop pupils' fluency in writing as they get older.

Teachers model learning effectively and give pupils plentiful opportunities to practise what they have learned.

They select resources to help pupils remember important vocabulary in a subject. For instance, in geography, Year 2 pupils looked at the key words they had been given to identify physical features. Teachers use questioning to check understanding and to extend pupils' thinking.

Pupils verbally articulate their knowledge well. Sometimes, however, the activities that pupils complete do not enable them to explore and extend their understanding in depth.

Leaders place a high priority on reading.

All staff have been trained, which ensures a consistent approach to phonics. Teachers check pupils' understanding so that teaching builds on pupils' existing phonic knowledge. Pupils practise reading with decodable books matched to the sounds they are learning.

Teachers address mispronunciations and help pupils to say the sounds correctly. Leaders identify pupils who are not keeping up and provide them with extra support from adults. Reading for pleasure is a focus across the school.

Pupils visit the school library each week to choose a book.

Pupils with special educational needs and/or disabilities (SEND) access the same learning as their peers. Teachers adapt learning, for example, through providing additional adult support and resources.

For example, pupils in Year 1 used cubes to show halves of quantities. Occasionally, the adaptations to learning are not matched precisely to pupils' needs. In some cases, pupils with SEND move on to learning new ideas before they are ready.

Leaders set clear expectations for behaviour, which pupils understand well. Pupils said that the behaviour in class and in the playground is positive. Classrooms are calm and purposeful, as pupils are focused and engaged.

School routines start in Reception, where children follow instructions and expectations effectively. Pupils are polite and show respect to everyone.

The development of each pupil's character and confidence threads through school life.

Pupils are taught about positive mental health. All staff support pupils to build their self-esteem and encourage pupils to be proud of who they are. Pupils are taught about the beliefs and opinions of others.

Leaders encourage all pupils to participate in clubs. Pupils can try a variety of activities and experiences, and leaders identify and encourage individual talents. Teachers plan trips to enhance pupils' learning of the curriculum.

Pupils are proud of the difference they make to the school and wider community through their leadership roles.

Leaders provide training that helps staff to have secure subject knowledge. Leaders carefully consider staff workload and well-being.

Governors and trust leaders have a secure understanding of the school's strategic development. Leaders and teachers value the collaborative work with schools in the trust. Staff are proud to work in the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have a strong understanding of safeguarding concerns in their local community. They provide pupils with a curriculum that raises their awareness and understanding.

Comprehensive and regular training ensures that all staff know how to identify and support vulnerable pupils. Leaders have robust systems to monitor safeguarding concerns. They work with external agencies effectively to provide the right support for pupils and families.

Pupils feel safe in school. Leaders ensure that pupils are taught how to keep safe online and how to develop positive relationships. Pupils know that they can share concerns and that they will be listened to.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, pupils are set work that does not give them the opportunity to apply and extend their understanding of the subject content taught. When this occurs, it reduces pupils' ability to demonstrate and deepen their understanding. Leaders should support teachers to plan tasks and activities that enable pupils to fully apply and show the breadth and depth of their knowledge.

• For some pupils with SEND, adaptations to learning are, at times, not closely matched to their current needs. When this happens, pupils are set work that does not always build on their current understanding. Leaders need to ensure that adaptations to teaching enable pupils with SEND to develop their understanding of subject content progressively.

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