St Luke’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love learning the rich and ambitious curriculum on offer at this school.

They also enjoy attending the many school-run clubs and trips that aim to develop their knowledge even further. They are very happy at school. Pupils feel safe because they trust leaders and staff to care for them.

Staff also help pupils to understand how to keep safe and avoid harm.

The curriculum is exceptionally well designed and taught. Leaders and staff are determined that pupils do well in every curriculum subject.

They help pupils to build on what they know, lesson by lesson and from year to year. Over time, pupils acquire detailed knowledge of a subject. In scienc...e, for example, pupils spoke in depth about how plants grow and reproduce.

Reading is a top priority. Pupils read regularly and are encouraged to read a rich range of genres and authors. Pupils become confident readers.

Their excellent start in reading plays an important part in helping them to learn very well across the curriculum.Staff and leaders help pupils to understand and manage their emotions. Pupils support each other.

Bullying is extremely rare. It stops quickly because pupils speak out when needed, and staff respond effectively. In all aspects of school life, behaviour is excellent.

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

The aspirational curriculum is designed so that pupils build knowledge in a logical, step-by-step manner. For example, in art and design, pupils first learn and practise how to draw figures before they progress to drawing figures in motion. As new learning builds very well on previous learning, pupils acquire a wide body of knowledge.

Assessment is used adeptly by teachers to identify and address any misunderstandings that pupils may have.

Leaders and teachers are experts in helping pupils to learn and remember the curriculum. Pupils practise the most important knowledge in each subject until it is learned securely.

For instance, in the early years, children quickly get to grips with how numbers work and learn to count fluently. This helps them to be ready for the Year 1 mathematics curriculum. Across the curriculum, pupils recall what they have learned in detail and with confidence.

A rich, carefully planned range of school visits aims to help pupils to enrich their knowledge even further. For example, Year 6 pupils visited the Imperial War Museum when learning about the Second World War. They particularly enjoyed finding out more about the experiences of evacuees, building on what they had already learned in class.

Pupils understand the value of reading. This is because leaders make reading the utmost priority from the moment children join the school. Staff are experts in teaching pupils to read.

They make sure that pupils gain phonics knowledge in a logical and secure way. This means that pupils quickly learn to sound out words and become strong readers. Pupils continue to progress very well in their reading as they move up the school.

This includes pupils with special educational needs and/or disabilities (SEND).

Leaders and staff support all aspects of pupils' personal development exceptionally well, including in the early years. An example of this is the way in which staff promote pupils' social skills.

Staff teach pupils what to do if they feel themselves becoming anxious or angry. Pupils are taught that these feelings are okay, and how to deal with them appropriately if they arise. Through the 'pupil of the week' award, weekly assemblies recognise pupils who have shown positive character traits.

Pupils speak about the personal qualities they have demonstrated and how these help them and others. Pupils are taught about equality and learn about a variety of religions and beliefs.

Pupils enjoy a broad offer of clubs arranged by the school.

They like the way these clubs give them an opportunity to explore and practise different things, such as basketball and street dance.

Rules and reward systems are clear and well understood. Routines and high expectations promote consistently excellent behaviour.

Pupils are highly motivated to learn.

Leaders, staff and specialists work together to identify and meet the needs of pupils with SEND. Early years teachers liaise with both children's families and previous settings to fully understand children's needs.

Advice given by professionals, such as speech and language therapists, is put into practice. When required, learning is adapted and broken down into smaller steps. Pupils with SEND do very well because they are given the right help.

Teachers receive high-quality support from leaders, including those that work across the three-school partnership. Teachers speak highly of the support they receive.

The governing body checks that leaders' actions make a difference to pupils.

This includes looking carefully at the curriculum to make sure that pupils' knowledge is logically built over time. Governors are linked to classes and speak to teachers regularly. They check that leaders are doing the right things to promote staff's well-being.

Safeguarding

The arrangements for safeguarding are effective.

Staff know the potential signs of abuse and how to report any concerns to leaders. Leaders work with social care and other safeguarding partners and agencies so that pupils and families are supported swiftly and appropriately.

Leaders carry out the necessary pre-employment checks before staff start working at the school.Pupils learn how to stay safe, including online. They are taught about safe and appropriate boundaries, with pupils supported to develop an age-appropriate understanding of what is private.