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Love, laughter and learning' are at the heart of the school's values. These words capture what leaders want for pupils at St Mary Magdalene.
Staff are highly ambitious for all pupils. They make sure that pupils are cared for, receive interesting lessons and have fun. The artwork displayed around the school is impressive.
It reflects pupils' talents and the ambition of the curriculum.
Pupils are enthusiastic learners. They take pride in their work.
They value the many school clubs that are on offer. These cater for a wide range of interests. Pupils look forward to experiencing the 31 'must-dos' that leaders want every child to enjoy before they leave... primary school.
Pupils feel safe. They know that they can talk to a member of staff if they have a worry or concern. Pupils know what to do if there is any bullying.
They are confident that staff will deal with it should it occur.
Pupils behave well in lessons. They are polite and friendly.
They were very respectful during the school's Remembrance Day service.
What does the school do well and what does it need to do better?
The curriculum is well planned. It is logically sequenced.
The content is unique to the pupils of St Mary Magdalene. Curriculum plans set out the knowledge and skills that pupils will learn term by term. The curriculum builds systematically on what pupils have learned before.
Teachers give clear explanations. The majority of pupils learn the curriculum well. Pupils can remember what they have learned.
For example, younger pupils know which countries make up the United Kingdom. Older pupils use technical terms, such as accelerando, in music. Teachers check on how pupils are getting on in lessons.
However, these checks do not always pick up on gaps in pupils' learning. This means that a small proportion of pupils do not remember the curriculum as well as they should.
Reading is a high priority.
Pupils are enthusiastic about reading. They know that reading helps them to find out new things in all subjects. They like browsing books in the school library.
They enjoy listening to the books that teachers read to them.Phonics is taught well. Staff check regularly on how pupils are getting on.
Pupils who begin to fall behind get extra help. Most pupils learn phonics well. However, a small proportion of pupils do not read regularly enough.
This means that they do not become fluent readers as quickly as they should.
Pupils are well prepared for life in modern Britain. They understand British values.
They learn about equality and diversity. They consider moral and ethical issues. By Year 6, pupils can discuss questions such as 'Is it ever right to break the law?'
Pupils with special educational needs and/or disabilities get on well in their learning.
Teachers have high expectations of what these pupils can achieve. Teachers adapt lessons, when required, effectively so that all pupils can learn the curriculum.
Staff feel valued.
They are proud to work at the school. They value the support and training that they receive. Most parents are keen to praise the school.
They would recommend it to a friend. They valued the efforts made by leaders and staff to teach and care for their children during the national restrictions caused by the COVID-19 pandemic.
Governors are ambitious for the school.
They keep a close eye on how well the school is doing. They are focused on making things better for pupils.
The trust has provided effective support for senior leaders and the governing body.
It has enabled senior leaders to work with, and learn alongside those from other schools.
Safeguarding
The arrangements for safeguarding are effective.
Staff know pupils well.
They are alert to signs that pupils may be suffering from harm. They report concerns quickly. Leaders make sure that records are robust and fit for purpose.
Leaders relentlessly follow up concerns with other agencies. They challenge if pupils are not getting the support they need.
Pupils are taught how to keep themselves safe, including when online.
They benefit from the work of the chaplain and qualified counsellors.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Teachers check on how pupils are getting on in lessons. However, these checks do not always pick up on gaps in pupils' learning.
This means that a small proportion of pupils do not remember the curriculum as well as they should. Leaders should ensure that teachers' assessments help all pupils to remember the curriculum. ? A small proportion of pupils do not read regularly enough.
This means that they do not become fluent readers as quickly as they should. Leaders should ensure that all pupils have the opportunity to read widely and often. This will enable pupils to develop a deeper understanding of vocabulary, which will help the in their learning of other subjects.
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