St Nicolas’ CofE VA School, Downderry

Highlights from Latest Inspection

What is it like to attend this school?

St Nicolas is a joyful and inspirational school. Staff ensure they bring learning to life.

For example, it utilises local artists to demonstrate their creative processes. Pupils learn about life cycles by caring for the school's ducks in the 'Quack Shack'. As a result, pupils have a deep passion for their learning.

The school's success is built on an exceptional offer beyond the academic. Pupils with special educational needs and/or disabilities (SEND) participate fully in these. The school's beachfront location is virtually an extension of the classroom.

Extra-curricular activities are carefully considered. They link carefully to both academic learning and i...n developing pupils' character. The school also extends pupils' experiences beyond its immediate locality.

Residential visits to Cardiff and London help pupils understand the diversity of modern Britain.

The school's approach to developing the whole child can be seen in pupils' behaviour. There is a culture of mutual respect between staff and pupils.

When speaking to visitors, they are exceptionally polite. Pupils are self-motivated to do well. Consequently, staff rarely need to remind them of their high expectations.

Bullying is not an issue. Pupils understand how people can be different. They talk sensitively about how some of their peers sometimes need extra support.

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

The school's transition to new leadership and changes to the staff team has been a smooth one. The trust has provided additional internal and external support to help staff settle into their new roles. Governors continue to make regular checks on the school's work.

The school's detailed curriculum has ensured that new staff know precisely what to teach and what pupils have learned previously. This has helped to maintain a high-quality education.

The curriculum is typically implemented well.

Teachers explain new concepts clearly. They check what pupils can do. Pupils talk with enthusiasm about their recent learning, such as the Mayans.

However, in some subjects, teachers' expectations of what pupils can do is not high enough. When this happens, pupils do not retain or apply their learning over the long term.

The school acts on any weaknesses that emerge.

For example, following a dip in key stage 2 mathematics outcomes, the school identified issues around pupils' arithmetic knowledge. It has adapted its lessons so that pupils practise these more often. Consequently, pupils are starting to use written methods with greater accuracy.

The school has rightly identified there is more to do to improve pupils' spelling and handwriting.Reading is the centrepiece of the school's curriculum. Pupils' high outcomes in both the phonics screening check and key stage 2 national tests reflect this.

Children in the nursery recite familiar songs and rhymes. Well-trained staff ensure that pupils learn the phonics code well. The small number of pupils who struggle receive the help they need quickly.

Older pupils can comprehend increasingly complex texts.

The early years is the leading light of the school. Staff place no ceiling on what children can achieve.

Transition into St Nicolas is thorough and high quality. Rules and routines are quickly established. This helps even the very youngest children to settle quickly.

Staff have forensic knowledge of what children can do and what their next steps are. They meticulously plan activities that move children's learning forward. Nothing is left to chance.

Children show impressive, sustained concentration when learning independently. As a result, they are extremely well prepared for Year 1.

St Nicolas is a school for all.

It has seen a rise in the number of pupils with SEND, including those with education, health and care plans. It has adapted well to this changing landscape. Staff carefully make any changes to provision necessary.

This support helps pupils to learn the same broad and balanced curriculum as their peers.

Pupils enjoy a rich range of clubs to pursue their talents and interests, such as gardening, dance and beach club. Pupils develop their leadership skills through roles, such as eco-councillors.

These make a tangible difference to the school. For example, the school council organised a 'St Nics Got Talent' show for pupils to participate in. Pupils in Year 6 say the school has prepared them well for going to secondary school.

The overwhelming majority of parents and carers praise the school highly. They speak highly about the head of school and her approachability. Parents value the school's outdoor learning and how staff help to support families as well as pupils.

Staff also share the same sense of pride. They feel their workload is taken into consideration and feel change is managed well.

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, teachers' expectations of what pupils can do are not high enough. When this occurs, pupils do not recall their knowledge well in the long term. The trust should ensure that staff are supported to take into account what pupils can already do so that they provide work to help them learn and remember the curriculum with the same depth of knowledge as in other areas.