St Margaret’s Church of England Primary School, Stoke Golding

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy and welcoming school. In accordance with the school's mission statement, pupils are encouraged to develop 'the roots to grow and the wings to fly'.

Pupils feel comfortable to explore their ideas without fear of failure. One pupil described the school as 'a safe, kind place to make mistakes'. Pupils are encouraged to be the best version of themselves.

This underpins a culture of high expectations about what pupils can achieve. Most pupils achieve well.

Most pupils are courteous and respectful.

They are kind and considerate to each other. Pupils know that they can talk to any member of staff, or use the school's worry boxes, if they hav...e any concerns.

Pupils have lots of opportunities to 'shine'.

They develop their character by taking part in events such as 'service week'. This involves pupils 'giving back' to the local community through fundraising events and acts of kindness.

The school provides pupils with a well-rounded education.

Parents and carers appreciate this. One parent expressed the views of many when they stated, 'I feel fortunate to have been able to send my daughter to this school, as it not only promotes learning academically but also morally and spiritually.'

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

The school has recently increased the ambition of the curriculum in many subject areas.

The curriculum now identifies what pupils should know and be able to do in order to be well prepared for secondary school. It sets out when teachers should help pupils to revisit their previous learning to help them to connect their learning over time. Teachers' subject knowledge is secure.

They share important knowledge clearly with pupils. Teachers check pupils' understanding. Most of the time, pupils' misconceptions are identified and addressed.

In most subjects, pupils achieve well.

The school prioritises reading. Pupils talk confidently about the range of authors and books that they have read.

They enjoy taking books home to read to their parents. Well-trained staff help pupils at the early stages of learning to read to develop the accuracy and fluency of their reading. Pupils at risk of falling behind their peers receive the help they need to keep up.

Pupils leave the school as confident readers.

Pupils who need additional support, including those with special educational needs and/or disabilities (SEND), have their needs identified swiftly. Staff are provided with training to help them understand and meet the needs of these pupils.

Most pupils with SEND build their knowledge of the curriculum well. However, teachers do not always adapt their teaching precisely enough to meet the needs of these pupils. At times, pupils with SEND are not supported to achieve the best possible outcomes.

These pupils do not focus consistently on their learning.

The early years curriculum has been well considered. There is a focus on developing children's vocabulary.

Staff ensure that the transition to school life is smooth. This includes regular communication with parents. Children are encouraged to be 'star listeners' and most children work well with each other.

The indoor provision in the early years supports children's learning. However, when working and playing in the outdoor environment, children do not have as many opportunities to practise applying what they have learned.

The school teaches pupils how to behave well.

Pupils learn how to develop friendships and resolve conflicts. Most children in the early years quickly develop the ability to manage their behaviour.

Pupils access a range of opportunities to enable them to develop their talents and interests.

For instance, they attend Spanish club, play netball and can take part in baking competitions. Pupils develop a secure understanding of different faiths and cultures. They discuss with animation the importance of learning about people who have beliefs different to their own.

Pupils are prepared well for life in modern Britain.

Teachers feel well supported. They value the opportunity to work with teachers from different schools in the trust.

The school considers staff's workload and well-being. Staff share how much they enjoy working at the school and said that it is like a family. Some aspects of the school's work to evaluate the impact of the curriculum are not well developed.

In a small number of subjects, where the curriculum is new, the school does not have processes in place to evaluate what is going well and what the school needs to do to improve. In contrast to most subjects, in these subjects, areas for development in relation to teaching and pupils' knowledge of the curriculum have not been identified.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the school does not have strategies in place to evaluate the quality of curriculum delivery and its impact. As a result, the school has not identified areas for improvement in the teaching of these subjects and related gaps in pupils' knowledge. The school should ensure that the systems in place to gather information about the success of the curriculum enable areas for development to be identified and addressed.

• In some lessons, including in the early years, teaching is not adapted well enough to meet the needs of some pupils with SEND. As a result, some pupils with SEND are not engaging and achieving as well as they could. The school should ensure that staff have the expertise needed to support pupils with SEND to learn successfully.

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