St Nicholas Church of England Primary School

Highlights from Latest Inspection

Outcome

St Nicholas' Church of England Voluntary Controlled Primary School, Rawreth continues to be a good school.

What is it like to attend this school?

Pupils are happy at St Nicholas'. It is a friendly and welcoming school. Staff give pupils opportunities to contribute to the running of the school.

For example, the school council works with school leaders. Leaders and the council promote the school values of responsibility, integrity and respect. Pupils show these values both in class and around the school.

They are kind and supportive of each other. Pupils have positive attitudes towards learning and want to do well. They are, rightly, proud of their school.

Pupils be...have well in and around school. They say that they feel safe and that staff care for them. They know what forms different types of bullying can take.

This includes cyber bullying. Teachers plan ways for pupils to learn how to recognise and deal with bullying. Pupils say that bullying is not tolerated by staff or pupils.

The vast majority of parents and carers are positive about the school. A typical view was, 'St Nicholas' is a friendly, happy and fun place for children to start their journey in education.' Parents appreciate the high standards and pastoral support at the school.

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

Leaders and governors have high expectations of staff and for pupils. They make sure the school keeps on improving. Staff feel valued.

They are dedicated to their work. They help pupils to do well academically and personally.

The school continues to offer pupils a good quality of education.

Leaders have carefully considered what they want pupils to learn. They have planned a curriculum that enables pupils to build on what they have learned before. For instance, in history, pupils follow a clear programme of learning.

The majority of pupils understand and can remember key events, people and discoveries through the ages. This is because teachers use different, age-appropriate, teaching strategies. However, sometimes teachers do not check carefully enough that pupils have understood what they have been working on.

This means teachers sometimes move pupils on before pupils have fully learned what teachers and leaders planned.

Most pupils' understanding of mathematical concepts develops well. Effective teaching is underpinned by appropriate resources which help pupils to learn.

Teachers assess what pupils have learned. However, sometimes they do not use the information this gives them to set suitably challenging work. Some pupils, therefore, do not achieve as well as they could.

Leaders promote reading well. Staff begin teaching children how to read as soon as they start the early years foundation stage. Staff are well trained and knowledgeable about phonics.

They teach children what they need to know in a sensible order that gives children confidence.

Pupils use their phonics knowledge well. They become fluent readers for their age by the end of key stage 1.

Leaders provide extra help to pupils who fall behind. This ensures that they catch up. Most pupils learn to read with increasing confidence and understanding.

Pupils in key stage 2 have a keen interest in reading. They enjoy interesting books provided by teachers to introduce a subject or topic. Pupils read to each other and talk with great enthusiasm about the books they like.

A small number of pupils who are capable of developing their reading to an enhanced level do not do so. This is because leaders do not ensure that they have access to appropriately high level texts.

Leaders firmly believe that all pupils must achieve to the best of their ability.

Teachers support pupils with special educational needs and/or disabilities (SEND) well. Staff provide extra support for pupils with SEND, and those who are disadvantaged, when they are at risk of falling behind. As a result, these pupils progress well.

Pupils' personal development is a priority. Leaders carefully plan and provide purposeful and relevant activities. Pupils learn, for example, first aid skills.

They take part in events such as 'crucial crew' to develop key life skills as they get older. Pupils choose from a range of additional opportunities provided through after-school clubs in physical education and sports.

Pupils have many opportunities to take on positions of responsibility, such as by being eco warriors.

They also know about a range of religions and cultures. Pupils understand the importance of tolerance and respect for each other. Consequently, pupils are well prepared for life in modern Britain.

Leadership of early years is strong. Skilled staff help children settle as soon as they start Reception. Children listen and learn well.

Staff make sure that children use suitable equipment to learn through play. Children are happy in the early years.

Governance has strengthened since the previous inspection.

Governors have developed their skills through a range of training. They meet on a regular basis and they offer a strong balance of challenge and support to the executive headteacher. Governors understand the importance of ensuring that staff workload is manageable.

Safeguarding

The arrangements for safeguarding are effective.Senior leaders have established a strong culture of safeguarding across the school. They have effective systems in place to keep children safe.

Staff have had relevant and up-to-date safeguarding training. This enables them to identify pupils at risk and to report concerns. Leaders are conscientious and ensure that they get the right help for pupils who need it.

Leaders and governors ensure that appropriate checks are carried out on anyone who works at the school.Pupils say that they feel safe. They say that they have trusted adults to talk to, if they have any concerns.

Pupils learn how to keep themselves safe in school, at home and online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Staff do not always check that pupils have learned what they have been taught. Some pupils do not develop as deep an understanding of subject content and skills as leaders and teachers intend.

Leaders should ensure that assessment arrangements allow staff to effectively check pupils have understood before moving on to new work. . Teachers do not make sure that pupils who are capable of reaching the highest standards have suitably challenging work.

This means that some pupils do not attain the high standards they are capable of. Leaders need to ensure that teachers use their assessment of pupils' achievements to set work which helps pupils achieve as well as they could.

Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the second section 8 inspection since we judged St Nicholas' Church of England Voluntary Controlled Primary School, Rawreth to be good on 8–9 November 2010.