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St Mary's Church of England Primary School aims for all pupils to 'reach for the stars'. Pupils flourish in every respect at this exceptional school.
Staff, pupils and parents are proud of their school. One parent's comment was typical of many when they stated, 'I'm so proud that my child attends this school as I believe that it will give him the best start for a bright future'.
The school has an unwavering commitment to serving pupils, families and the community.
Pupils consistently meet the school's high expectations. By the end of each key stage, pupils master the knowledge and skills set out in the school's ambitious curriculum. Pupils produce high-qualit...y work across many different subjects.
They are very well prepared for the next stage of their education.
Pupils thrive due to the strong relationships that they build with staff and each other. Their behaviour in classrooms and around the school is exemplary.
They are enthusiastic and resilient, demonstrating high levels of engagement with learning from the very start.
Pupils are encouraged to be aspirational. They start thinking about possible future careers from the early years.
Past 'alumni' are used effectively as examples of what they could achieve in the future.
What does the school do well and what does it need to do better?
The school has thought deeply about what pupils should learn, both personally and academically. It has carefully identified the knowledge that pupils should learn across a broad range of subjects.
This curriculum thinking starts at the earliest possible moment in the two-year-old provision. Much of the curriculum is taught through 'mini missions' where pupils learn a subject in depth. Pupils get lots of practise and opportunities to revise their learning between topics during each subject's weekly 'sticky starters'.
All of this means pupils learn the curriculum exceptionally well.
Staff are adept at delivering the intended curriculum. They ensure that all pupils, including those with special educational needs and/or disabilities (SEND) learn well.
Teachers make adaptations to work depending on pupils' needs. They carefully identify and address any gaps in learning that may arise. This means that all pupils can flourish alongside their peers.
The needs of pupils with SEND are identified at the earliest possible moment. This is usually in the early years. The school meticulously ensures that the specific needs of pupils with SEND are addressed.
As part of this work, the school makes highly effective use of other professionals. In addition, leaders ensure that staff have the skills needed to meet the needs of all pupils.
Children in the early years get off to a flying start.
They settle quickly into the purposeful and highly engaging learning environment. Adults skilfully and deliberately develop children's speaking and listening skills by engaging them in conversation. Children quickly develop independence and show high levels of self-control.
Reading is a top priority for the school. Staff deliver the school's phonics programme exceptionally well. Children in the early years quickly develop the skills and knowledge needed to begin to read words.
Pupils practise the sounds they have learned using carefully chosen texts. Staff skilfully support any pupils who find reading more difficult. This helps these pupils to keep up with the phonics programme.
By the end of key stage one, almost all pupils can read fluently and accurately.
The school widely promotes a love of reading. There are many attractive and appropriate reading areas inside and outside of school, including a reading bus on the playground.
Pupils are encouraged to read at home and enjoy earning rewards for this. Across the school, pupils are read to widely and often.
Pupils relish all the school has to offer and enjoy a wealth of carefully planned experiences.
These experiences include a wide range of educational visits to local and national museums, parks and animal centres. These outings not only aid pupils' learning but also broaden their life experiences. There are a huge range of opportunities for pupils to take on a leadership role in school.
These responsibilities include being school councillors and subject, community and farm ambassadors. Pupils benefit from many opportunities to debate issues during 'chatty Tuesdays', which parents can also contribute to.
Previously too many pupils have missed too much time off school.
The school has worked proactively with parents to improve attendance. This is having an extremely positive effect. Far fewer pupils are now missing too much time off school.
Trustees are highly committed to the school. They share the school's high ambitions for all pupils to succeed in life.
