St Nicholas Chantry Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Nicholas Chantry Church of England Primary School is welcoming and friendly. Pupils learn about the school's values of 'create, aspire and nurture' in assemblies and through their learning. Staff are relentless in their ambition to help pupils thrive.

Pupils enjoy coming to school. This is reflected in their high attendance.

Staff have high expectations of what pupils can do.

Pupils understand and meet these. Most have positive attitudes to their learning. They are eager to share their ideas and value the rewards they receive for their positive engagement.

Pupils speak enthusiastically about how they strengthen their knowledge through visits to pl...aces of interest. Beyond the classroom, pupils socialise happily. They understand it is important to treat everyone fairly.

Pupils take pride in the responsibilities they hold. These include being house captains, pupil chaplains and kindness ambassadors. Through these leadership positions, pupils become self-assured and independent.

They are confident to express their opinions. They recognise that it is important to listen to the views of others.

Pupils regularly participate in local community events, such as the local harvest festival.

Opportunities such as these support them to become active citizens in their locality.

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

The school identifies and meets the needs all pupils, including those who have special educational needs and/or disabilities. Since the previous inspection, the school has redeveloped and strengthened its curriculum from the Reception Year through to Year 6.

In the strongest subjects, pupils understand the important knowledge that will help them later. There is clarity over precisely what pupils should learn and in what order they should learn it. Pupils revisit learning regularly and link their knowledge to new ideas and concepts.

In some subjects the checks that staff make on pupils' knowledge are not sufficiently precise. Consequently, the extent to which pupils have learned the curriculum is not always understood. In addition, not all staff have the training they need to support pupils to reach the intended curriculum goals.

As a result, pupils do not always gain sufficient depth of knowledge in some subjects.

Children in the Reception Year settle into school life successfully. The curriculum supports them to develop in all areas of their learning.

Staff carefully consider how to develop the skills and knowledge that children need to prepare them for what they will learn later. For example, children use hole punches and wool for threading. This helps them strengthen the muscles in their hands and prepares them for writing.

Children in the Reception Year develop early mathematical skills and practise measuring and counting successfully. Staff hold high-quality conversations with children. This supports children to express themselves clearly and broadens their range of vocabulary.

Children learn to read as soon as they start school. Books are well matched to the sounds they know. As pupils get older, they successfully build their ability to read accurately and fluently.

The school puts precise support in place for pupils who fall behind. This allows them to catch up rapidly with their peers.

The school has established a new behaviour system that sets clear expectations in lessons and around the school.

Pupils' conduct around the school is calm and purposeful. They know what is expected and most behave well. Occasionally, pupils become distracted in lessons, but this does not disrupt the learning of others.

Pupils find the restorative conversations helpful for reflecting on their behaviour. Pupils show respect in their interactions with staff.

The provision for personal development is a strength of the school.

Opportunities to enrich pupils' experiences are well planned. Pupils have a mature understanding of British values. They know that in a democracy everyone must accept the result, even if they do not agree.

Pupils understand how to keep fit and healthy. They are alert to online risks and know how to keep themselves safe. Pupils make visits to places of interest which broaden their cultural awareness.

The school ensures that all pupils benefit from these opportunities.

Governance at the school is very effective. The trust and the local governance committee have the skills and expertise to fulfil their roles well.

They have an accurate picture of the school through robust systems of checking and quality assurance. They ensure that the education that the school provides has a positive impact on all its pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, what is known about pupils' understanding of the curriculum is not used to make necessary adaptations. This prevents pupils from learning in as much depth as they could in these subjects. The school should ensure that assessment is used to inform teaching so that it supports pupils to build their knowledge over time.

• In some subjects, the teaching of the curriculum does not support pupils to reach the intended curriculum goals. Therefore, pupils do not build a sufficient depth of knowledge in these subjects. The school should ensure that teachers have the expertise required to make the right pedagogical choices to teach the curriculum as planned.

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