St Paul’s Church of England Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Paul's CofE Primary is a welcoming school with a family feel. There is a lovely, calm and purposeful atmosphere.

The school has good relationships with the local community and provides support where possible, such as food banks and fundraising. Pupils demonstrate a strong understanding of the importance of showing respect to everyone. Pupils are proud to attend the school.

The school has high expectations of the achievement and behaviour of pupils, including those with special educational needs and/or disabilities (SEND). Pupils are increasingly rising to meet these high expectations. Pupils have positive attitudes to their learning.

Their attitudes are fu...rther encouraged through the 'St Paul's Promise'. Pupils are polite and courteous to adults and their peers.

Pupils behave well.

They are happy and safe at school. Staff care for them well. They help pupils to identify their emotions.

They guide pupils to respond to their feelings in healthy ways that support their well-being.

The school promotes a strong sense of responsibility. Pupils take on many leadership roles.

These include participating in community projects, such as fundraising for charities. Class-led assemblies happen regularly. These support the school's intention to develop pupils' character and spirituality through exploring themes, such as love and national celebration events.

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

The curriculum has been carefully redesigned to support better learning outcomes. It is well sequenced, ensuring pupils build on their prior knowledge effectively. Teachers benefit from the professional development that they receive, which helps them to deliver engaging lessons.

They prioritise the important knowledge pupils need to remember.

There have been some significant changes in staffing in the last few years. Dedicated leaders are increasingly ensuring that the school delivers a high-quality education to all pupils.

However, in some subjects the impact of the curriculum on pupils' learning is not being checked carefully enough. This means the school does not know how well improvement actions are impacting on pupils.

The school accurately identifies pupils' needs quickly and seeks external advice, when necessary.

Teachers consider the needs of pupils with SEND when planning lessons. They modify activities, however, some of the adaptations to learning are not specific enough, limiting their impact. As a result, some pupils with SEND do not make as much progress as they could.

Teachers regularly check that pupils are learning well. This means that any errors can be addressed promptly. Teachers provide pupils with opportunities to apply their knowledge and skills.

For example, in geography, pupils make use of their mathematical knowledge to construct line graphs to compare the differences in temperature between places.The school prioritises reading. Pupils begin the phonics programme at the very start of the Reception Year.

Teaching and support staff work closely to model sounds in the same way. The school provides extensive and effective help to pupils who need it. Pupils become increasingly confident in the use of phonics strategies to decode and blend words.

As a result, pupils now achieve well in early reading.

There is a strong culture of reading for pleasure in school. Pupils enjoy their reading sessions as well as visits to the school library and the many 'book nooks' around school.

Teachers help pupils to select high-quality books that are suitable for their reading stage. The early years environment provides many inviting spaces for pupils to engage with books, including in the outdoor area. As a result, pupils learn to read with fluency, accuracy and enthusiasm.

There are clear systems, routines and procedures in place and pupils respond well to them. From Nursery, children demonstrate a strong understanding of routines and quickly settle into school life. Around the school, pupils' conduct is safe and considerate.

They follow clear routines and take opportunities to help each other. Pupils are well mannered and considerate.

The school has an effective and well-considered programme for pupils' wider development.

Pupils know what the fundamental British values are and their importance. They learn that people have different families, backgrounds, cultures and beliefs. They are tolerant and inquisitive about these.

The school considers all pupils' talents and interests through a wide range of clubs. These include Italian, construction, crafts, dodgeball and yoga.

Staff are proud to work at St Paul's.

Governors know the school well and fulfil their statutory responsibilities effectively. They ask challenging questions and provide effective support.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the impact of the curriculum on pupils' learning is not being checked carefully enough. This means the school does not always know how well improvement actions are impacting on pupils' learning. The school should ensure actions to improve the curriculum are monitored closely.

• Some of the adaptions to learning for pupils with SEND are not effective. On occasion, some pupils with SEND do not make as much progress as they could. The school should ensure that support for pupils with SEND is as effective as possible so that they learn more.