St Mary’s Church of England Voluntary Aided Junior School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be part of the 'one family' in this school. They enjoy the strong friendships they form and the considerate ways that pupils treat each other.

Pupils feel safe in this school. They know how to keep healthy and safe, including when they are online.

Staff help pupils to understand the high behaviour expectations.

This helps them to behave very well. As a result, pupils have extremely positive attitudes to learning and work really hard. Pupils told inspectors that bullying is rare at the school.

When it does happen, they are confident that adults will always listen and act to resolve problems.

Pupils relish the wide range of... opportunities offered by the school. Pupils from all years enjoy the chances to take on leadership roles on the school council, as prefects or on the eco stewardship team.

Staff are passionate about preparing pupils for the next stage in their learning. They are supported effectively so they achieve well. One pupil told an inspector that the school 'helps them to grow as people'.

Pupils are proud of their 'best bit' books. They use these to record the moments they most enjoy in school.

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

Leaders have high expectations of every pupil.

Staff are sharply focused on pupils' learning and their personal development. This supports pupils to leave the school fully equipped to thrive in the next stage of their lives.

Leaders have developed a broad and ambitious curriculum.

It is well planned and carefully sequenced. Expert subject leaders make sure that new learning builds on what pupils already know. Teachers use careful questioning to check their understanding.

This helps pupils to remember what they have learned and to achieve well.

The teaching of reading is a priority across the school. Staff help pupils develop a strong love of reading.

Teachers keenly talk about books with pupils and share recommendations. Pupils routinely read to themselves and enjoy their teacher reading to them. Staff use carefully planned lessons to develop pupils' understanding, for example of characters.

Teachers closely track pupils' progress and reading choices. When pupils need extra support, it is quickly put into place. As a result, pupils learn to read fluently and confidently.

This is an exceptionally inclusive school. Pupils with special educational needs and/or disabilities are nurtured and celebrated. Well-planned interventions and pre-teaching give pupils the support they need.

This helps them to fully integrate into the classroom with their friends. Where needed, external support is quickly put in place. As a result, these pupils thrive and achieve well.

There are consistently high standards of behaviour across the school. In class, pupils are highly engaged and focused on their learning. Around the school, pupils are polite and kind to each other and to adults.

The positive behaviour system is known and understood by all pupils and staff. Where pupils need extra support, it is quickly put in place and behaviour improves rapidly. Attendance is high and any absence is followed up and tracked carefully.

Provision for pupils' personal development is exemplary. Staff make use of a range of carefully chosen resources to support reflection and well-being. This supports the school's carefully planned assembly programme.

Leaders help pupils explore the school's values and a wide range of other issues through acts of worship and reflection. Staff then systematically develop pupils' understanding of topics like trust or democracy through the week. This provides seamless support to help pupils think deeply about life in modern Britain, respecting others and celebrating cultural diversity.

Staff know that leaders consider their well-being and professional development as a priority. Parents are highly positive about the school. One parent described it being like an 'extended family'.

High-quality training has helped governors clearly understand their roles and responsibilities. They have high expectations of themselves and know the school very well. They check how well the curriculum is helping pupils to learn.

Safeguarding

The arrangements for safeguarding are effective.

The school has strong procedures to help keep pupils safe and to monitor their well-being. The school makes exemplary use of an electronic system that ensures that any concerns are raised quickly and acted on promptly.

There is close monitoring of the support provided to check that pupils remain safe.

Leaders ensure that staff receive high-quality training. The headteacher gives staff and governors 'no notice' safeguarding quizzes to check their understanding.

Leaders have carefully planned how pupils will learn about different aspects of safeguarding. They closely check how well pupils are developing their understanding. Governors routinely check to make sure safeguarding is effective.

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