St Paul’s Church of England Voluntary Aided Primary School, Chipperfield

Highlights from Latest Inspection

Outcome

St Paul's Church of England Voluntary Aided Primary School, Chipperfield continues to be a good school.

What is it like to attend this school?

Strong relationships are at the heart of this happy and welcoming school. Pupils flourish here.

They embody the school's ethos of 'Loving to learn; learning to love'.Staff know pupils very well. Pupils show high levels of respect and kindness towards adults and each other.

Pupils are well looked after and feel safe here. They, and their parents, value the close-knit family atmosphere where everyone supports each other.Pupils behave exceptionally well.

They are friendly, kind and supportive and get on very well together. Bul...lying is very rare. Pupils are confident that the school would deal with it effectively.

There is a calm and purposeful atmosphere. Pupils are enthusiastic, engaged and work hard.The school supports pupils' personal development extremely well.

The varied range of clubs, visits and wider opportunities gives them a well-rounded and rich school experience. Pupils benefit from close links with the local church and enjoy taking part in community projects. Year 6 pupils are proud to take on leadership responsibilities that make a real difference to the school community.

Pupils become confident and independent. They know that staff will listen to them and take their views and opinions seriously.

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

The school has given renewed focus and direction to the established curriculum.

Subject leaders have worked together to confirm what pupils should learn, from early years to Year 6, and to put this knowledge into a more logical order. As a result, teaching approaches are more consistent across different subjects. For example, in some subjects, the key skills are clearly mapped out.

However, in some areas, these refinements are not yet as well developed or embedded as they might be.

Teachers use their subject expertise to deliver the curriculum well. They quickly and skilfully address pupils' misconceptions.

Teachers use quizzes and other methods to check that pupils remember 'sticky learning'. This helps teachers know when to revisit content and when to introduce new learning. Consequently, in most subjects, pupils learn the intended curriculum well.

They enjoy lessons and produce work of a high standard.

Pupils with special educational needs and/or disabilities (SEND) have their needs identified accurately. Teachers skilfully adapt their teaching to help pupils with SEND access the full curriculum.

Well-trained staff provide effective additional support. Therefore, pupils with SEND achieve well.

There is a strong culture of reading.

Staff have been well trained to teach phonics. They know effectively how to help pupils learn to read. Children in early years get off to a flying start.

They learn to read and blend new sounds with increasing confidence. They take home books that match the sounds they have been learning. Pupils are carefully grouped to enable them to keep pace with the phonics programme.

Those needing extra help to improve their reading are quickly identified and given effective additional support. Pupils become capable and enthusiastic readers.

The school has introduced an effective approach to guided reading.

Structured daily activities help pupils develop specific reading skills. Pupils read a range of interesting texts. These are chosen to teach them about life beyond school and explore how people live in other parts of the world.

Staff care deeply about the pupils and know them very well. Strong relationships underpin the calm and purposeful atmosphere. Right from early years, pupils rise to the clear expectations of staff.

Pupils behave exceptionally well in lessons. They show very positive attitudes towards their work. Attendance is high.

The ostrich mascot, Otis, encourages pupils to be 'On Time In School'. There is clear communication with parents about the impact of absence.

Pupils' personal development is especially strong.

Pupils learn about different cultures and religions, and fundamental British values such as democracy. The school's work prepares pupils well for life in modern Britain beyond the school and its immediate community.

There is a rich variety of enrichment activities and opportunities.

Pupils attend a broad range of clubs. They are proud to represent their school in sporting fixtures. They develop responsibility as pupil parliament members, play leaders or 'buddies' with younger pupils.

Year 6 pupils take on significant roles, working alongside teachers to lead clubs and other activities. Pupils have an important voice in how the school is run.

The school has the overwhelming support of parents.

Staff are very proud of the school and enjoy working here. Training, guidance and advice are readily available, and leaders are considerate of staff's workload. The dedicated governing body understands the school well.

It provides effective support and challenge.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Improvements to the curriculum and assessment are less established in some subjects than in others.

This means that pupils do not benefit equally from these improvements across all subject areas. The school should support subject leaders to continue refining the planning, delivery and assessment of the curriculum so that these positive changes are fully embedded in all subjects.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in February 2019.

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