St Paul’s Church of England Academy

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The co-headteachers of this school are Maria Kiniari and Tom Glenn. This school is part of the Diocese of Chichester Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mark Talbot, and overseen by a board of trustees, chaired by Archdeacon Luke Irving-Capel.

What is it like to att...end this school?

Pupils really enjoy coming to school. They know they are part of a welcoming community, where they are safe and cared for. Pupils embody the values of this inclusive school, treating each other with respect and kindness.

They also demonstrate great perseverance and support others to show resilience too. Pupils are polite and the relationships they develop are extremely positive. Parents recognise that this is a school where their children are both supported and challenged.

Pupils behave exceptionally well. The vast majority attend school regularly. Those who need help to meet the school's high expectations of behaviour and attendance receive this and they improve quickly.

Children in Nursery and Reception get off to a really strong start and are very well prepared for their next steps.

There are a huge range of clubs and activities that pupils participate in. These are carefully woven throughout the school day, both as part of the academic curriculum, at lunchtime and after school.

These include such things as sporting activities, learning to play different instruments and art clubs. All pupils are taught to ride a bicycle and many take part in performances at the local theatre. The individual talents and interests of pupils are valued and nurtured very well.

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

The curriculum the school has designed is extremely ambitious. The school has thoughtfully mapped the knowledge and skills pupils need. In English, pupils learn about a wide range of challenging texts, as well as producing high-quality texts of their own.

In Nursery and Reception, pupils quickly learn the foundations of mathematics. Older pupils are well equipped to tackle increasingly complex mathematical problems over time. Pupils, including those with special educational needs and/or disabilities (SEND) and those from disadvantaged backgrounds, make rapid progress.

The school has invested in extensive professional development. Subject knowledge of staff is very strong. They make effective use of this to identify gaps in pupils' knowledge and to address them swiftly.

Lessons are carefully adapted to meet the needs of pupils and to ensure they are learning well.

Pupils are taught to read at the first opportunity. In Nursery, they are introduced to the sounds needed to prepare them for phonics and they get off to a quick start.

Children also share a wide range of stories, rhymes and poems, providing the foundations they need to become adept readers. Pupils who need additional support to learn to read receive specialist teaching immediately. Those who need more practise also receive this regularly, including pupils with SEND.

Older pupils read with accuracy, confidence and fluency. They talk enthusiastically about the books they read, both as part of story time and as independent readers. The school's '5 a day' approach to reading supports a strong culture of reading across the curriculum.

The behaviour of pupils is exemplary. The youngest children demonstrate that expectations are high from the start and routines swiftly become embedded. The school ensures pupils are explicitly taught the language they should use with each other and how to play together.

Older pupils have high expectations of themselves and of each other. Where pupils find it challenging to meet these expectations, they receive a suite of bespoke support to enable them to do so.

The values of the school and the trust underpin the wider offer pupils receive.

The array of opportunities and experiences the school provides are tailored to develop the social, moral and spiritual characteristics pupils need to be effective members of their community. Pupils are taught about their physical and mental health. They know how to keep themselves safe online.

Pupils also learn about different cultures and religions, which further promotes their understanding of diversity, respect and tolerance.

The after-school and lunchtime clubs are valued highly by pupils, and many attend these regularly. This again includes pupils with SEND or those experiencing disadvantage.

Pupils are very enthusiastic about their roles as reading or computing 'ambassadors' or as sports leaders and librarians. They really enjoy playing an active part in school-wide decisions through the school council. Pupils take part in competitions frequently, both locally and in those run by the trust.

Staff know they are well really supported. There has been carefully consideration of workload and staff appreciate how flexible leaders are about this. The trust offers frequent opportunities for collaboration, to both ease pressure on staff in school and to ensure that the best practice is shared.

Staff are proud to be part of this school.

Safeguarding

The arrangements for safeguarding are effective.

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 9 and 10 January 2019.