St Paul’s Peel CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to attend their warm and welcoming school. They say that it is like belonging to a big family, where everyone is celebrated and encouraged to be themselves.Pupils know that staff care about them.

They know that there is always a trusted adult to turn to if they are worried or upset.

Pupils welcome the school's high expectations for their learning. They embrace the school's motto of 'teamwork towards targets', and they always try their best.

Pupils work hard in their lessons and achieve well. This includes children in the early years, who are curious, purposeful learners.

Pupils' behaviour is good.

They learn about the school... rules of 'ready, respectful, safe' from when they start school in the Nursery Year. They appreciate that these rules contribute to a calm, pleasant atmosphere. Pupils are courteous and respectful to all.

Pupils benefit from strong pastoral support for their well-being. They have opportunities to take on positions of responsibility, such as being a member of the school council or the eco team. Pupils enjoy attending a range of clubs, such as gymnastics and singing.

They learn how to keep themselves safe and healthy. Pupils understand about online risks and how to avoid them.

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

The school has made considerable improvements to its curriculum since the last inspection.

It has identified the knowledge that it wants pupils to learn over time in every subject. The school has ensured that children make a strong start to this journey in the early years. This prepares children well for the demands of key stage 1.

Across the school, most pupils are well prepared for the next stage of their education.

In subjects where pupils learn best, teachers design learning that is closely matched to the knowledge in the curriculum. However, in a few subjects, the activities that teachers select do not always support pupils to learn as effectively as they could.

Some pupils' knowledge is less secure as a result.

In some subjects, the school's approaches to assessment are not fully developed. This makes it more difficult for teachers to check that pupils have learned what is intended in these subjects.

It also means that, occasionally, teachers lack the necessary information to help them shape future learning accurately. Some pupils develop gaps in their learning as a result.

The school identifies pupils with special educational needs and/or disabilities (SEND) at the earliest opportunity.

It meets these pupils' needs successfully, for example through carefully designed support plans. Teachers have received effective professional development, which has enabled them to adapt their teaching and resources to support these pupils successfully. Pupils with SEND make strong progress through the curriculum.

The school has implemented a rigorous phonics scheme. It has trained staff to deliver this scheme consistently well. Children start to learn about the sounds that letters make as soon as they start in Reception.

In key stage 1, pupils continue this journey and show confidence in blending the sounds that they know to read words. Staff quickly identify where pupils are not keeping up with the phonics programme and put support in place to help them. This helps pupils to build their knowledge and skills, and most of them develop into fluent, confident readers by the end of Year 2.

Pupils' learning behaviour is generally positive. For the most part, pupils are focused, engaged learners. However, some pupils do not attend school regularly enough.

The school is doing everything that it reasonably can to address this issue. It works closely with parents and carers to help remove the barriers to regular attendance. As a result, more pupils are coming to school regularly and on time.

The school teaches pupils about other religions and cultures. Pupils also enjoy learning about these from their friends. They show high levels of respect for other people's beliefs.

Pupils understand that people can be different in a lot of ways. They know that everyone should be treated fairly and equally. Pupils demonstrate an understanding of fundamental British values and how these might be shown in school.

For example, they vote for their school council representatives. They also know that rules are there to keep everyone safe and happy.

The school is welcoming to all.

Everyone is valued. Parents are supportive of the school and value the way it nurtures their children. Staff are positive in terms of how the school looks after their well-being.

They feel that leaders listen to them. Staff appreciate the support that they are given to complete activities outside their teaching commitments.

Governors are passionate about the school.

They support the school on its journey of improvement, and they challenge when necessary. Governors are relentless in their desire to make a difference to each and every child.

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 school's approaches to assessment are not effective. Sometimes, teachers do not know how much knowledge pupils have learned in lessons or remembered over time. The school should ensure that, in these subjects, there is a clear approach to checking learning so that teachers can identify and address pupils' misconceptions swiftly.

• Sometimes, in a few subjects, the activities that teachers select do not support pupils to learn the knowledge in the curriculum. This hinders some pupils' understanding and ability to build their knowledge over time. The school should ensure that it has clearer oversight of how the curriculum is being delivered and that teachers' pedagogical choices enable pupils to learn well.