St Nicolas CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and enthusiastic ambassadors for their school.

They are proud of their roles as members of the school council, playtime buddies and librarians. Pupils trust staff, who help them deal with any worries or concerns they have. Bullying is not tolerated and pupils know it is not acceptable to be a bystander.

Leaders swiftly address any unkindness that arises.

Leaders have high expectations of what pupils can achieve and how they should behave. Pupils rise well to meet these challenges and achieve well.

They are eager to learn. Pupils work hard in lessons. Around school, pupils are kind and considerate to each other and adults.

Th...ey play happily together at breaktimes. Pupils enjoy visiting the forest school.

Pupils learn about the importance of a healthy diet and exercise.

They know how to take care of their mental health. Pupils practice yoga, meditation and mindfulness. They appreciate and celebrate diversity.

As one Year 4 pupil said, 'It is just not cool to discriminate. Our differences are what make us unique and special.'

Parents speak highly of the school.

One said, 'Leaders and staff make families really feel part of the community. They do a fantastic job through their genuine care for our children.'

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

Leaders, governors and staff have worked effectively to bring about rapid improvements and address the weaknesses identified in the previous inspection.

Staff are overwhelmingly positive about the support and consideration they get from leaders. They value the ongoing training they have received to bring about the improvements to the curriculum. Governors challenge leaders about the impact of their actions and are clear what still needs to improve.

St Nicolas is a school that is now moving from strength to strength.

Reading is the bedrock of the curriculum. Staff teach early reading with precision.

Children start learning to read right from the moment they join the early years. Pupils are provided books that closely match with the sounds they are learning. This helps them practise their reading and become fluent readers.

Leaders ensure that those pupils who are at risk of falling behind receive additional opportunities to read in school. At playtime, pupils cannot wait to hop onto the playground bus and share a book with their friends. They relish listening to adults read the class book.

One pupil described these moments as 'like being in the book'. Pupils are thrilled to welcome the range of authors and illustrators that visit their school regularly.

The ethos around school is inclusive and nurturing.

Staff are relentless in their ambition for every pupil to achieve as well as they should. The provision for pupils with special educational needs and/or disabilities (SEND) is effective. Leaders quickly and accurately identify pupils with SEND.

They ensure teachers are supported well to skilfully adapt activities to individual's needs. This ensures pupils with SEND achieve as well as they should from their starting points.

Leaders have developed a curriculum that precisely sets out the essential knowledge pupils should learn from early years to Year 6.

Teachers' subject knowledge is secure. This means that across all year groups and in all subjects, they make sure that pupils learn well and use important vocabulary to explain their ideas. However, sometimes teachers, including those in the early years, do not always accurately check pupils' understanding before moving on to new learning.

As a result, pupils do not always achieve as well as they could across the curriculum and in the early years.

Pupils behave well in lessons. There is a purposeful buzz of learning in every classroom including the early years.

Pupils take a pride in their work. They talk enthusiastically about the trips to art galleries and museums that bring learning to life. However, some pupils do not attend as well as they could.

This means they miss out on important learning. Leaders are tenacious in their support but identify more work is needed to ensure these pupils benefit from all the school has to offer.

The provision for pupils' wider development is strong.

Leaders make sure the school's Christian values play a central role in pupils' personal development. Through leadership opportunities, such as the school council or eco-action teams, pupils take positive steps in improving their school. Pupils learn about different religions and are given opportunities to explore their own ideas and beliefs.

They talk with maturity about different views. In forest school, pupils learn important skills such as teamwork and perseverance. Pupils embrace the school's golden rule, 'to treat others how you want to be treated yourself'.

This creates a tangible ethos of acceptance and belonging for all.

Safeguarding

The arrangements for safeguarding are effective.

Pupils know how to keep themselves safe, both in person and when online.

They know how to report anything that may worry or concern them.

Leaders have created a strong culture of vigilance. Staff receive regular training and understand the systems to record and report the slightest concerns.

Leaders act swiftly where there are any concerns about a pupil's safety. They work effectively with external agencies to ensure that pupils and their families have the help they need. There are robust processes for the safer recruitment of adults who work in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers' checks on pupils' understanding are not always precise enough. This hinders pupils' learning where they do not pick up gaps or misconceptions. Leaders should ensure teachers consistently check and help all pupils secure their knowledge of the important ideas in all subjects.

• Despite leaders' actions to improve attendance, a small number of pupils do not attend regularly. This means that they sometimes miss out on their learning. Leaders should take effective action to work with families to reduce persistent absence rates.

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