St Mark and All Saints Church of England Primary

Highlights from Latest Inspection

What is it like to attend this school?

St Mark and All Saints Church of England Primary School is a calm, happy place for pupils and staff. Everyone is welcome and included here. Everyday school life models the school's value statement, 'Together we care, learn and achieve.'

Pupils are safe and feel safe here. Keeping pupils safe is a top priority.

Pupils know that their voice is important and valued.

Staff are interested in pupils' thoughts, ideas and comments. In turn, pupils model this behaviour and listen to each other. They generally behave well.

Where a few pupils find this more difficult, such as during playtimes, staff organise and join in with games. This helps staff to quickly ...spot and help resolve any problems.

Pupils are excited to learn.

They know that they are expected to work hard, which they do. Pupils talk animatedly about what they know and the range of trips they go on to explore and further their learning.

Parents are supportive of the school, which they describe as caring and kind.

They are particularly positive about how staff go 'above and beyond' to meet pupils' needs. One parent, expressing the views of many, summed this up by saying, 'It's a terrific school.'

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

Learning to read is a priority.

Children are keen readers and are surrounded by books and stories. Children in early years build language through book linked activities such as 'We're Going on a Bear Hunt' in the nursery. The school aims for children in early years to experience 100 books before they move into key stage 1.

Children are excited by the stickers they put up on a chart as each one is read.

There is a sharp focus on phonics. Children quickly learn about letters and the sounds they make.

Staff are well trained in teaching phonics. They use this expertise to identify any pupils who need additional support and to help them to catch up with their classmates. Books are accurately matched to the sounds and letters pupils are learning.

Regular practise helps to grow pupils' confidence.

The school has thought carefully about how pupils learn mathematics. Teachers structure lessons well to help pupils recall and apply methods for solving problems.

However, some pupils do not have sufficient grasp of mathematical facts such as multiplication tables to help them to work quickly and accurately in mathematics.

Across much of the school the rest of the curriculum is ambitious for all pupils. What pupils will learn and when is carefully considered.

Mostly this ensures that pupils' knowledge builds over time. However, while the English and mathematics subject leads understand how their curriculum starts in early years, this is not the case in some other subjects. This means that the links between learning in early years and key stage 1 are not yet fully developed to help support transition as they move up through the school.

The needs of pupils with special educational needs and/or disabilities (SEND) are quickly identified as soon as they join the school. For some pupils this is in early years, but also for any pupils who join mid-year. The school supports pupils with SEND to settle in quickly.

Staff get to know pupils well. They build positive relationships and match learning effectively to help pupils learn and experience success.

Behaviour is positive.

Staff are well supported by a clear behaviour policy which sets out high expectations. Pupils are gently but firmly reminded of these when necessary. Staff provide appropriate support to any individual pupils who find it more difficult to manage their behaviour and emotions.

This helps to ensure learning is rarely disrupted.

The school has put in place a well-considered programme of personal development. The curriculum teaches pupils the importance of respect and about a range of cultures and beliefs.

Pupils can attend a wide variety of clubs and trips. The school makes sure that these are available to all. Pupils also benefit from opportunities to take on responsibilities such as feeding the goats or caring for the school tortoise.

There is a thoughtful additional focus on e-safety before and after school holidays to help keep pupils safe online.

Staff enjoy working at the school. They feel well supported.

They value the professional development that is provided for them. Governance through the local committee is strong. The local committee works closely with the trust and school leaders.

Everyone is clear about their role in ensuring the school continues to develop. This is continuing to strengthen outcomes across the whole curriculum for all pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's curriculum is not yet coherently planned from early years through to key stage 1. This means that subject leaders and staff are not fully aware of what children have learned in the Reception Year so they can build on this as they move into Year 1. The school should ensure that the curriculum is fully considered and the knowledge thoughtfully sequenced across the school's full curriculum.

• A focus on developing mathematical fluency is not yet consistently evident across the school. As a result, pupils have some gaps in their mathematical understanding which means they can find it difficult to apply what they know to new learning. The school should ensure that staff have the expertise in helping pupils to revisit and apply mathematical facts to fully support pupils in achieving well in mathematics.