St Oswald’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at St Oswald's CofE Primary School.

Leaders have high expectations for what all pupils, including those with special educational needs and/or disabilities (SEND), can achieve. Pupils become confident, articulate learners. They dress smartly and are proud of their school.

There is a very good range of after-school clubs. Pupils benefit from visitors to the school and trips to places of interest, such as local museums.

There is a calm and purposeful atmosphere in classrooms and corridors.

Pupils are keen to learn. Their work is varied and interesting, and this helps them to concentrate well in lessons.

Pupils behave responsibly, ...for example using litter bins and tidying up without being asked.

The school provides them with good opportunities for leadership. Older pupils act as role models for younger ones. Pupils get on well with one another, and bullying is infrequent.

Staff resolve any disagreements fairly and effectively. Pupils feel safe and happy.

Learning is well planned and covers lots of topics well.

Staff are well trained, and they work together as an effective team. This helps them to teach the curriculum effectively, including those elements that are relatively new. Everyone wants to improve the school further.

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

Leaders have planned learning well. They have made sure that children in the early years gain the knowledge and skills that they need to succeed in the older years. Starting with the two-year-olds, staff focus on developing children's communication skills and extending their vocabulary.

The early years classrooms provide a vibrant learning environment which encourages children's curiosity about literacy and numeracy. However, the outdoor area lacks the same rich stimulation.

Across the school, pupils study and enjoy all the subjects in the national curriculum.

In each subject, leaders have set out how a sequence of activities should build up learning over time. Leaders have provided effective staff training, so teachers have a clear understanding of how to plan the day-to-day learning for pupils. Staff are knowledgeable and draw on quality resources.

Everyone knows the importance of using technical terms accurately. Teachers encourage pupils to make relevant links between different subjects. For example, pupils in Year 6 were able to relate their study of the history of Benin to their geographical knowledge of Africa.

Leaders ensure that all staff know about the additional needs of pupils with SEND, and how best to help them. As a result, these pupils learn well.

Teachers check on what pupils have learned.

They use 'smart start' questions at the beginning of lessons to reinforce previous learning. This helps pupils to remember key knowledge.Leaders make learning to read a top priority.

Starting in the Nursery class, a structured programme ensures that children learn about letters and their sounds in an effective sequence. Staff use resources in a consistent way. They make sure that pupils read frequently to an adult.

Staff help pupils who find reading more difficult to keep up. Books for younger pupils are well matched to their knowledge of phonics.

Key stage 2 pupils enjoy a diverse range of fiction and non-fiction texts.

Teachers pay due attention to different reading skills. This helps pupils to develop a strong appreciation of the purposes and joys of reading.

Pupils learn about different cultures and traditions.

In celebrating the achievements of inspirational people, leaders identify those from different racial and social backgrounds. Pupils learn to become independent and have opportunities to take on responsibility. Staff provide good support for pupils' mental health.

Year 6 pupils spoke of being very well prepared for their upcoming move to secondary school.

Pupils consistently demonstrate respect for each other and adults. They collaborate effectively in class when asked to do so.

Disruption to learning is uncommon.

There have been several recent changes to the curriculum. Leaders have made some checks on how well it is being implemented and provided staff with further guidance as a result.

However, staff are keen to do more to ensure that the curriculum is fully embedded.

During 2021, most members of the Local Academy Board (LAB) resigned. The trust that runs the school wants the LAB to play a major part in the governance of the school.

It has appointed some new members, but two vacancies remain.

Since her appointment, the headteacher has led the rapid improvement of the school with determination and sound judgement. Staff appreciate the effective support that they receive from senior leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that staff are well trained in safeguarding and provide helpful updates for staff and parents. They take the right actions to help children.

Leaders take appropriate steps to involve other agencies that work with children and their families. They are persistent when the need arises. Teachers make sure that pupils learn about the risks that they may face, including those online.

The school keeps meticulous records. Leaders make the right checks on the staff who join the school.

Pupils know that there is always an adult to talk to.

They feel safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have recently adapted the curriculum in several subjects and plan to modify others. As a result, there is some work to do to refine the curriculum and enhance its implementation.

The COVID-19 pandemic and staff's absence have restricted the scope for subject leaders to monitor the quality of the curriculum. As leadership capacity increases, senior leaders should ensure that subject leaders have sufficient opportunities to check on the implementation of different subjects. Subject leaders should then make further refinements to the curriculum if needed and provide staff with additional guidance.

• Following the resignation of several members of the LAB, the multi-academy trust (MAT) has provided additional oversight and support for the school. In the longer term, the MAT wants to delegate most aspects of the school's governance to the LAB so that leaders are locally accountable. Leaders of the MAT should ensure that the LAB has a full complement of members and that they are fully trained in their roles.

This will enable effective local oversight of the school. ? Although the early years outdoor area provides children with a good range of resources, it is not as well developed to support learning as it could be. Leaders should consider ways to improve this area to maximise children's learning and development in the prime and specific areas of learning.