St Margaret Clitherows RC Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive in the highly inclusive environment of this welcoming school. Warm and caring relationships are at the heart of everything that the school has to offer. Pupils show high levels of respect towards each other and adults.

Pupils are polite and friendly and engage well in conversations. Pupils know that adults are keen to hear their views. Adults ensure that they consider these when making decisions that affect pupils.

The school has high expectations for all pupils. Leaders are committed to ensuring that pupils, regardless of their background or starting points, participate fully in school life. They ensure that resources provide pupils with an enriched exp...erience of the curriculum.

The school has thought carefully about the actions needed to improve the curriculum. This is having a positive impact on how well pupils achieve.

Pupils enjoy coming to school.

Most pupils attend regularly and on time. Pupils understand the importance of equality and know that difference is valued and celebrated. Parents and carers value the importance that the school places on their children's safety.

The school is passionate and determined to secure the very best outcomes for pupils and their families. Effective use of counsellors, charities and food banks provides emotional and practical support for pupils and families.

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

The curriculum is ambitious for all pupils.

This ambition starts in the early years. There is a consistent approach to teaching in lessons across the curriculum. Lessons are well structured with similar routines.

The school helps pupils to remember what they have learned. For example, recap and revisiting previous learning is a regular part of lessons. Misconceptions are addressed quickly by teachers.

Pupils engage attentively in lessons. They talk about their learning and respond enthusiastically to teachers. Over time, the curriculum helps pupils achieve well.

Well-trained staff teach phonics in a consistent and clear way. Books are precisely matched to pupils' ability in phonics. Regular checks ensure pupils make progress.

Pupils who are not on track in phonics and reading receive daily support. For these pupils, the support that they receive for writing does not match the support that they receive in phonics and reading. Writing tasks do not focus enough on teaching the basic skills of spelling, punctuation, grammar and handwriting that these pupils need to be able to write independently.

Pupils enjoy listening to adults read. Reading is promoted well, such as through daily lessons, 'reading together' books and the 'library bus'.

The early years curriculum prioritises communication and personal, social and emotional development.

It is skilfully designed to build children's curiosity and enthusiasm for learning. Children typically enter nursery with lower than expected starting points. Language development is a high priority.

It connects learning from early years to key stage 1, helping children to build their knowledge. Activities, both indoors and outdoors, are exceptionally well thought out to encourage communication and independence. Routines are quickly established.

Well-trained adults take every opportunity to expertly extend children's learning. Children show high levels of concentration when completing tasks. For example, one child showed perseverance when using scissors.

Pupils behave impeccably around school and in lessons. They follow firmly established routines right from the early years. Adults have high expectations for behaviour which pupils respond positively to.

The behaviour policy is clearly understood by staff and pupils. Rewards and consequences are applied consistently throughout school and in lessons. Pupils know and follow the school rules.

They value the rewards that they receive, including 'SMC tickets', star of the week and the headteacher award. Attendance has improved consistently over time. The school has prioritised managing daily attendance.

Any concerns are quickly addressed. The school builds strong relationships with families and removes any barriers to pupils coming to school regularly and on time.

The school has an extensive personal development offer for pupils and families.

It is centred around leaders' knowledge of the community. Pupils are safe in school. They know how to keep safe online.

Pupils' knowledge of fundamental British values is firmly embedded. They have a strong understanding of different faiths and cultures. High priority is given to ensure pupils experience a wide range of extra-curricular opportunities to develop their talents and interests.

These include sports, music and the arts. Pupils talk enthusiastically about deliberately planned educational visits that broaden their social and cultural knowledge. For example, all pupils experience a residential trip and visit the theatre to see a pantomime.

The trust has an ambitious vision for the school. The school is relentless in its approach to ensuring that all pupils receive a high-quality education. The needs of children and their families are central to all that the school has to offer.

Staff are proud to work at the school. They feel valued and well supported by leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• For some pupils, the school does not give enough attention to the technical aspects of writing, including spelling, punctuation, grammar and handwriting. As a result, these pupils are not able to write with accuracy. The school should ensure that the curriculum for writing gives sufficient attention to building pupils' fluency in the basic skills so that they are able to write independently across all areas of the curriculum.