St Mark’s Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are at the heart of this friendly and caring school. The school is determined that all pupils will reach their full potential. They have constructed a curriculum that supports pupils both academically and personally.

The majority of parents appreciate the care and support the school provides. One parent said, 'The school has a clear focus on pupils' academic learning, and they are also surrounded by staff who care about their wider development.'

Pupils show positive attitudes to their learning.

Classrooms are mostly calm and purposeful. When low-level disruption occurs, staff deal with it quickly. Pupils feel safe in school.

They know they ca...n talk to their friends and any adult if they have a concern.

Pupils enjoy coming to school. They demonstrate this by their high levels of attendance.

Pupils enjoy the range of extra-curricular opportunities that are open to them. They understand how the school supports their personal development and well-being. Pastoral support is strong.

The school is shaped by its values: to 'respect, aspire and rejoice'. These are well understood by the whole community. Pupils understand difference.

They are respectful of different cultures and beliefs. Pupils know that everyone should be treated the same, whatever they think or believe in.

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

The school is ambitious for all pupils.

The school has set a clear direction, where staff expertise is developed well through helpful training. Those new to the profession feel particularly well supported.

Reading is prioritised.

Texts are carefully selected to encourage a love of reading. Younger pupils learn to read through a well-designed and implemented phonics programme. Staff ensure pupils access a variety of texts that enthuse them and support their enjoyment of reading.

Books match the sounds children are learning. This helps them to build their fluency well. Staff carry out regular checks to ensure those at risk of falling behind get the support they need to keep up.

Older pupils talk positively about reading. They say how they like to 'dream' about what might happen next.

The school has created a coherently designed curriculum.

It develops pupils' knowledge development over time, including in the early years. In mathematics, pupils engage well in their learning. Teachers make regular checks to focus on any gaps in knowledge pupils may have.

However, in some subjects across the wider curriculum, teachers do not use assessment well enough. For example, in physical education (PE), staff check on prior learning but do not always use any misconceptions to support pupils' next steps. As a result, pupils develop gaps in their knowledge and understanding.

The school systematically identifies the needs of pupils with special educational needs and/or disabilities (SEND). Teachers adapt learning so most pupils can access the same curriculum as their peers. Nonetheless, some pupils with SEND have targets that are too broad.

For these pupils, their individual needs are not being well met in the classroom.

The school has high expectations of pupils' behaviour. They have recently introduced a new 'regulation and engagement' policy.

This is developing a positive culture in relation to behaviour. As a result, behaviour incidents have reduced. Pupils' attendance is high.

The school tracks absence closely and takes effective action to improve the overall rates of attendance for some pupils.

The school promotes pupils' personal development well. Pupils are proud to take on a range of responsibilities, including being members of the school council.

The pastoral team supports pupils in developing resilience and independence. Pupils have a clear understanding and acceptance of those from different backgrounds. They are aware of how to keep safe, maintain a healthy lifestyle and deal with risks outside of the school environment.

They know how to stay safe online and who to talk to if they are worried about anything. Pupils feel well prepared for their transition to secondary education.

Those responsible for governance provide an appropriate balance of challenge and support.

They are knowledgeable about how the school has worked to strengthen the quality of the curriculum.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment information across some subjects in the wider curriculum is not always used precisely enough to strengthen pupils' understanding.

As a result, gaps in pupils' knowledge are not addressed. The trust needs to check systematically what pupils know and can do when implementing the curriculum and adapt learning to ensure pupils build their knowledge well. ? For some pupils with SEND, targets are too broad.

Their individual learning needs are not met well in the classroom. This slows their learning. The trust needs to ensure that pupil targets are precise and learning meets their individual needs.