St Paul’s Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Treating others in the same way that you would like to be treated yourself is a school rule that pupils and staff alike embrace at this welcoming school. Many pupils are kind, polite and take pride in being part of the school community.

This helps pupils to feel happy.

Most pupils are keen to follow adults' instructions and to live up to the high expectations of behaviour that the school has. Pupils trust that staff will help them with any concerns.

Pupils who need extra help in managing their emotions are ably supported by caring staff. This makes pupils feel safe at school.

The school is ambitious for all pupils, including those with special educat...ional needs and/or disabilities (SEND).

Pupils understand the importance of being ready to learn. They make the most of the learning opportunities that the school provides for them. Many pupils are well prepared for the next stage of their education.

Pupils willingly take on a range of responsibilities at the school. These responsibilities range from being playground leaders or members of the school council to eco-guardians. These opportunities build pupils' understanding of responsibility and how they can influence change for the greater good.

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

The school's curriculum has been carefully organised from the Reception Year through to the end of key stage 2. It identifies the key knowledge that pupils should learn and when this should be taught. The school's curriculum is ambitious for all pupils, including those with SEND.

The school has put effective systems in place that identify the additional needs of pupils with SEND. Carefully considered support and resources ensure that pupils with SEND progress well through the school's curriculum. Overall, pupils achieve well.

All staff at the school benefit from a range of high-quality training. This training helps staff to design appropriate learning activities that deepen pupils' knowledge in many subjects. That said, in a small number of subjects, some learning activities that pupils are provided with do not help them to build a deep body of knowledge.

In these few subjects, pupils' understanding of the important knowledge that they have previously been taught is insecure.

In most subjects, the school checks on what pupils know and remember from previous learning. This information is used well to identify and address any gaps in knowledge that pupils may have.

However, in a small number of subjects, these checks on pupils' recall of previous learning are not routinely carried out. In these subjects, some pupils are moved on to new concepts or topics too soon and do not build up their knowledge as well as they should.

The school has ensured that staff have had the training needed to teach the phonics programme well.

These expert staff check on what pupils know and understand and provide extra support for those who need it. This helps these pupils to keep up with their peers. The books that pupils read closely match the sounds that they have learned.

This helps pupils to develop a love of reading. Many pupils read fluently by the end of key stage 1.

The school ensures that pupils access a broad range of books, including poetry and non-fiction.

Children in the Reception Year enjoy a range of nursery rhymes and traditional tales. Older pupils read high-quality books, both classic and modern. This helps pupils to broaden their vocabulary.

The school engages successfully with parents and carers to ensure that they have the help and information that they need. For example, families joining the school in the Reception Year benefit from workshops on supporting their children's learning at home.

Children in the early years quickly learn the school rules and routines.

For example, they listen carefully to staff and cooperate well with their classmates. Most pupils across the school are attentive in lessons and keen to learn. Lessons generally proceed without disruption.

This allows pupils to focus on the learning activities that the teachers provide.

The school has carefully selected opportunities to enhance pupils' wider development. Pupils understand how to keep themselves safe online.

They are knowledgeable about different faiths and cultures. They have a strong conviction that everyone should be treated equally and with respect regardless of their differences. Pupils benefit from opportunities to develop their talents and interests through attending clubs such as art, choir and football.

The trust monitors effectively the quality of education provided by the school and the effectiveness with which the local governing board carries out its duties. The trust works well with external partners, who provide independent assessments of the school's work. These help to inform further improvements.

Staff value being part of the school and appreciate the training that they receive to help them deliver the curriculum well. The school is considerate of staff's workload and well-being when making decisions about policies and procedures.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, some of the learning activities that pupils are provided with do not help them to remember the important knowledge that is set out in the curriculum. This hinders how well some pupils achieve in these subjects. The school should ensure that the learning activities provided for pupils help them to build a deep body of knowledge.

• In a few subjects, the school is unaware of how well pupils have remembered and understood what they have been taught previously. This means that, in these subjects, pupils do not build up their knowledge as well as they should. The school should ensure that teachers check that pupils' knowledge is secure before introducing new topics and concepts.

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