St Oswald’s CofE Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Oswald's C of E Aided Primary School is a warm and welcoming school.

Pupils are polite and well mannered. They value each other and the experiences the school offers them. The school's vision is woven throughout the school day.

The school's values, such as aspire and believe, are ever present in classrooms and around the school. Pupils are happy and settled. They feel safe.

Pupils celebrate the care that staff give them.

Leaders and staff have high expectations for pupils. The curriculum and wider offer focus on pupils having the skills and knowledge to be ready for their next steps.

Pupils achieve well. They rise to the challenges that t...he school sets for them.

The school knows the community it serves well.

Pupils benefit from a rich range of experiences that enhance the curriculum. Carefully considered school visits bring the curriculum to life. Pupils enjoy talking about the different opportunities the school gives them, from visits to the town library to using the 'Metro' transport system to visit museums in Newcastle.

The school's 'Ozzie 80' list ensures that all pupils benefit from key events and opportunities beyond academic learning.

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

The school has mapped out its curriculum carefully. Pupils gain the key skills and knowledge needed for their next stages in learning.

This starts in early years and continues throughout the school. Expectations for what pupils know, remember and are able to do are high. The school links some subjects thoughtfully in order to strengthen and embed pupils' understanding.

For example, the genres that pupils study in music are also incorporated into dance lessons in physical education. The school clearly outlines the progression pupils are expected to make in each subject, such as history and mathematics. Additionally, in music, the school carefully balances opportunities for pupils to appraise, compose and perform music in each year group.

The school has considered carefully how all pupils, including pupils with special educational needs and/or disabilities (SEND), learn alongside their peers effectively. The school supports pupils with SEND well, providing bespoke adaptations that meet pupils' needs. The school provides staff with the right specific training to support pupils with SEND effectively.

The school has recently changed its approaches to how the curriculum is taught. There is some variation in how these changes are implemented in the classroom. In some subjects, teaching activities and resources are not yet fully aligned with the school's vision for those subjects.

Pupils make a flying start to learning to read. In early years, children engage well in phonics lessons. They are eager to share the sounds they know.

Pupils are supported by skilled staff. Pupils at the early stages of reading are proud to read and talk about the books they enjoy. This extends to older pupils, who talk enthusiastically about favourite books and authors as well as the opportunities to read that the school provides.

Across the school day, pupils demonstrate positive attitudes to learning. The youngest children in Reception Year are eager to do well. They know the school's expectations and follow key routines effortlessly.

There are clear rewards and consequences for pupils. Pupils explain with clarity how these work. They show pride when they are awarded 'Ozzie stars.'



Pupils benefit from a well-sequenced personal, social and health education offer. It is well connected to wider opportunities and experiences the school offers beyond the classroom. This starts in early years and continues through to Year 6.

The school broadens pupils' horizons. For example, 'Aspiration day' showcases various careers. Pupils understand how to keep themselves safe in the community and online.

Specialist workshops linked to rail and water safety equip pupils with the knowledge to stay safe in the local community. Pupils take pride in their leadership roles. They celebrate their roles as Year 6 buddies to Reception Year children or as members of the Christian council.

Pupils are aware of British values. The school is committed to helping them develop a deep understanding of these values.

Staff are proud to work here.

They benefit from leaders who plan purposeful professional development. Leaders encourage staff to develop their expertise effectively. This results in staff working collaboratively across the curriculum.

The members of the newly established governing body are well skilled to fulfil their responsibilities. However, their strategic oversight of the school's work is not yet fully embedded.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Learning tasks and activities are not consistently well matched to the school's intentions for the curriculum. Some pupils are not well supported to learn the key knowledge and skills the school intends them to. The school must ensure that it carefully monitors the impact of the changes it has made to ensure that pupils are benefiting consistently from changes in practice.

• The governing body is new and does not have a detailed understanding of the school's work. Opportunities to hold leaders to account are not embedded. Governors should continue to develop their knowledge of the school so they can hold leaders fully to account for the school's performance in all areas.