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The school's Christian values are the heart of the school's work.
Pupils behave well, feel valued and are happy at the school. They want to learn and work well together to help and support each other. Leaders and teachers have high expectations of what pupils can achieve.
Teachers help pupils to keep going if they find work hard or make a mistake. Pupils attempt tasks confidently and ask for help if they need it.
Pupils that we spoke to told us that they feel well looked after and safe.
They know who to talk to if they have any concerns. Pupils are confident that staff would sort out any problems they have. Pupils have a good understanding of the dif...ferent forms of bullying.
If bullying does occur, staff deal with it swiftly.
Leaders have designed a curriculum that helps pupils learn in a fun way. There is a strong focus on developing pupils' personal skills.
Pupils study a wide range of topics across the curriculum. They enjoy trips that support their learning. Pupils take part in a varied range of clubs at the end of the school day.
What does the school do well and what does it need to do better?
Leaders have designed a curriculum that the pupils are enjoying. The school's plans for reading, writing, mathematics and some subjects in the wider curriculum are especially well thought out. Skilled subject leaders help teachers to break down knowledge and skills into manageable chunks.
They consider what pupils need to learn next based on what they already know. This is helping pupils to know and remember more. However, in art and design, design and technology and French curriculum plans are not as well embedded.
It is not as clear how pupils' learning of specific knowledge and skills in these subjects are developed over time.
Leaders have made reading a key priority. In the early years, children have many opportunities to develop and extend their vocabulary.
There are effective plans in place for the teaching of phonics. Teachers make sure that any pupil at risk of falling behind is given extra help to catch up. Phonics is taught every day.
These lessons help the youngest pupils gain the knowledge they need to develop early reading skills. Teachers support parents and carers to help their children to read. This includes ideas for making up stories together.
The proportion of pupils who reach the expected standard in the phonics screening check is in increasing over time.
Pupils have positive attitudes to reading. In key stage 2, teachers use good-quality texts in daily reading lessons.
Pupils listen intently to stories and poems that adults read to them across a range of subjects. As a result, pupils attain well in reading by the end of key stage 2.
Leaders adapt the mathematics curriculum to meet the needs of all pupils.
Leaders identified that some pupils were struggling with aspects of reasoning, particularly at key stage 1. Teachers now include reasoning activities more regularly. This is helping pupils in key stage 1 to fill the gaps in their knowledge and skills.
Pupils in key stage 2 achieve well in mathematics.
The curriculum plans for writing enable pupils to develop their knowledge of spelling, grammar and punctuation. Teachers plan opportunities for pupils to develop their skills in writing across a wide range of subjects.
Pupils with special educational needs and/or disabilities (SEND) achieve well. This is because staff have high expectations and understand pupils' individual needs. Staff provide work that meets pupils' needs and interests.
The curriculum is further enriched with visits and visitors. Pupils appreciated their recent visit to Stalybridge Memorial to view the names of the fallen of the world wars.
Pupils enjoy taking part in a range of interesting after-school clubs, such as choir, dance and multi-sports.
Pupils are keen to learn, and their behaviour supports learning.
Pupils learn about different faith and cultures. They take on a number of roles, such as being prefects.
This helps them to have a positive understanding of the world and life in modern Britain.
Teachers and early years practitioners are knowledgeable about what they teach. They make sure that lessons help children to build their knowledge and understanding.
Staff give children lots of opportunities to play, explore and explain their learning. A small group were developing some useful language and improving their letter formation in writing about the Chinese New Year. However, the outdoor play area is not of the same standard as the learning environment indoors.
The school works effectively with the Chester Diocesan Academies Trust. Staff are appreciative of the support provided to help them develop their expertise as subject leaders. Staff told us they work as a team and feel valued by the leadership team.
Safeguarding
The arrangements for safeguarding are effective.
Leaders have made sure a strong culture of safeguarding exists to keep pupils safe from harm. Staff are knowledgeable about the risks faced by pupils.
Leaders work with families and external agencies to support vulnerable pupils. Staff are well trained and know what signs to look for and how to share concerns.Pupils learn about keeping themselves safe.
They have a secure understanding of how to keep themselves safe when online. The school provides parents and carers with helpful information about the dangers of their children using social media.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Leaders have planned a curriculum to meet the needs of all pupils.
Curriculum plans for most subjects are being implemented effectively. In some of the foundation subjects the curriculum planning has not had sufficient time to become embedded in practice across the school. This is the case in in art and design, design and technology, and French.
Leaders should ensure that the curriculum plans are successfully implemented in these subjects. Leaders should also ensure that there are clear procedures in place to assess the knowledge and skills that pupils are acquiring in these subjects as they move through the school. .
In the early years, the curriculum is broad and provides children with activities that they enjoy. However, the outdoor area is still being developed and is not of the same standard as the learning environment indoors. Leaders and staff should ensure that the provision in the outdoor area supports children to develop their knowledge and skills across all areas of learning.
