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St Paul's is a small, friendly school with the community at its heart. A positive, nurturing atmosphere permeates the school. Each morning, staff warmly greet pupils, setting a positive and welcoming tone for the day.
The school's exceptional early years provision provides a strong foundation for children's learning, ensuring children feel supported and inspired from the start. This school is inclusive, where everyone feels welcomed.
A well-considered curriculum, underpinned by the school's aspirational aims, enables pupils to learn and achieve well.
Staff maintain high expectations for behaviour, beginning as soon as children join the school. Children in ear...ly years demonstrate exceptional kindness and respect towards others. Older pupils value the outdoor space and enjoy the range of activities provided to keep them engaged during playtimes.
Relationships between staff and pupils are positive and supportive. Pupils know that if they have a worry, they can speak to an adult in school who will help them. Pupils feel happy and are kept safe.
The school offers a variety of opportunities for pupils to take on responsibilities. For example, the 'kindness crew' members have led an assembly, teaching others about the importance of kindness. Such roles help pupils build confidence and develop leadership skills.
What does the school do well and what does it need to do better?
The school is highly ambitious for every pupil to succeed and do well. It ensures that the needs of pupils are at the centre of curriculum development. The school has carefully designed a curriculum that engages all pupils, is meaningful to them and supports their achievements in clearly sequenced steps.
In the early years, the curriculum is securely embedded. Adults expertly support children in developing very strong foundations of knowledge across all areas of learning. For example, in the Reception Year, children learn about the world by confidently identifying features of maps.
From Year 1, the geography curriculum builds on this foundation, introducing concepts such as human and physical features.
Pupils achieve well in the subjects that they study. Teaching typically helps them understand the concepts and ideas outlined in the curriculum.
However, in Years 1 to 6, the recently implemented curriculum in some subjects has not been fully embedded. Consequently, some pupils are not consistently building their knowledge in a logical order and have not developed a deep understanding of the concepts that they have been taught.
Reading is a priority in the school.
A newly established library provides a wide selection of books from diverse authors and cultures. Pupils enjoy visiting the library and engaging in reading. Combined with daily reading opportunities, this fosters a love of reading.
The reading journey is particularly strong in the early years, where children develop their understanding of sounds and vocabulary with expert support. This strong foundation ensures early success in reading. Those requiring additional help are promptly identified, and appropriate support is swiftly provided.
This ensures that the school makes sure pupils who fall behind in reading are able to catch up quickly.
Pupils with special educational needs and/or disabilities (SEND) are extremely well supported throughout the school. Their needs are identified early.
Precise plans are put in place so that staff know how to help them. Pupils with SEND are fully included in lessons and receive the support that they need to succeed.
Behaviour throughout the school is calm and orderly.
Staff provide effective support for pupils who need extra help to focus and to regulate their behaviour. In the early years, staff establish strong routines and promote independence from the moment children join the school. For example, children independently selected materials to build a rocket and confidently explained their choices.
The school is committed to improving attendance through robust policies and procedures, ensuring pupils and their families receive appropriate support.
The school's personal development programme enables pupils to develop as well-rounded individuals who are well prepared for their next steps beyond the school. The impact of this is evident when talking to older pupils.
They demonstrate mature attitudes when discussing principles related to equality and respect for diversity, recognising that everyone should be treated fairly. Pupils' spiritual, moral, social and cultural development is enriched through a range of trips, including exploring the local environment for science or visiting different places of worship.
Leaders, including governors, demonstrate a clear understanding of the challenges facing the school and have fostered a welcoming, 'family' environment.
The newly established leadership team has acted decisively to achieve significant improvements in behaviour and enhance the quality of education. Staff feel valued and take pride in their work, recognising the school's commitment to supporting their well-being and managing their workload. Additionally, the school benefits from making use of support and expertise within its partnership schools.
While many of the school's priorities need time to fully embed, the positive impact of the new leadership is already evident.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In Years 1 to 6, the revised curriculum for some subjects is in the early stages of implementation.
As a result, pupils are not consistently building their knowledge in a logical sequence over time. This can limit pupils' progression through the curriculum. The school should ensure that pupils develop a secure understanding of key concepts before progressing to new content, enabling them to deepen their knowledge effectively over time.
