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St. Oswald's School has improved in many ways. Pupils are now able to take much greater advantage of the learning opportunities on offer.
They recognise that the school is now a calmer place. This helps them learn more easily and without distraction.
The school is determined all pupils reach their full potential.
Pupils rise to the school's expectations. Most pupils achieve well in most subjects. This includes pupils with special educational needs and/or disabilities (SEND).
Pupils take pride in their work and strive to work hard in lessons.
Pupils say they now feel safer in school. They appreciate and welcome the efforts taken to make this ...the case.
Some pupils say that bullying still happens. However, they have absolute confidence that this will be sorted quickly by caring staff who put them first. Pupils know that someone will always listen to them, and help them, if they have any worries or concerns.
The worry box allows them to do this confidentially.
Older pupils act as 'buddies' on the playground. They support and nurture the younger pupils very sensibly at breaktimes and lunchtimes.
They enjoy this sense of responsibility. It is a happy school where pupils are valued for their individuality.
What does the school do well and what does it need to do better?
St.
Oswald's is an improving school. Since the previous inspection, expectations have risen considerably, and there have been many improvements to provision, particularly the curriculum. Teachers now have clarity over what to teach and when to teach it.
Because of this, pupils are able to build on what they have learned previously. This helps them develop their understanding and learning in a logical way.
The school has ensured that the teaching of phonics is a top priority.
Staff receive ongoing training to enable them to deliver phonics sessions well. Pupils read books that are very well matched to their ability because of effective, ongoing assessments. However, not all pupils read these books regularly at home.
When this is the case, the school has not established ways to support them effectively. This hinders how quickly these pupils make progress.
Children in the Nursery get off to an excellent start.
Adults interact with them in a highly effective way. Staff use every opportunity to develop language and communication. The highly stimulating setting, inside and out, invites children's curiosity.
Children show impressive levels of engagement and concentration.
Some pupils with SEND have their needs met very effectively. However, for others, the precise support they need to achieve the ambitions the school has for them is not as clearly identified.
This leads to gaps in vital learning not being addressed, and opportunities to build the foundations for future success are missed.
Pupils show respect to each other. They are taught to recognise and celebrate differences, and they do.
They understand it is never right to treat people differently because of any of these differences. The school helps bring the curriculum to life with a variety of trips and visitors to school. The school also supports pupils' wider development through a variety of clubs and activities.
Pupils attend these regularly and appreciate the range on offer.
Pupils now behave well in school. The school has clear rules that pupils like to follow.
They enjoy receiving golden tickets for living up to the high expectations the school has for behaviour.
The school has worked relentlessly to improve pupils' attendance. This has been successful for many pupils.
However, there are still too many pupils who are absent too regularly. The school recognises that the progress made in improving the attendance for many pupils still needs to improve for those who are not in school often enough.
Driven, compassionate and resolute leadership has determinedly made St.
Oswald's a successful school. Leaders have undoubtedly made a positive impact in improving many aspects and in transforming it into the educational establishment it now is. The school has galvanised support from parents.
Collaborative leadership ensures staff work cohesively and strategically to transform and improve the lives of pupils who attend this improving school. It is more than capable of building on the many improvements already made.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school has not established effective ways to support pupils who struggle to keep up with the pace of the phonics programme. As a result, some pupils do not keep up with their peers when learning to read. The school should ensure that these pupils are given the support they need to improve their reading skills.
• The school does not identify the needs of all pupils with SEND with precision. Some pupils with SEND do not learn the curriculum well or improve their behaviour over time. The school should ensure that staff identify barriers to learning more accurately and adapt learning to meet pupils' needs with precision.
• Several pupils are regularly absent for long periods. This means that they are not learning as much as they should. The school should continue to work with families to ensure the attendance rates of the most vulnerable pupils improves.
