St Paulinus Catholic Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have established a curriculum that has increasing ambition for pupils. This ambition has not yet been fully realised in classrooms. The school is in the early stages of developing the curriculum, including in the early years.

Pupils do not learn consistently well across all areas. In some subjects, the curriculum does not define precisely enough what leaders want pupils to learn and remember. Too often, the tasks that pupils are given do not help them to develop their learning sufficiently well.

Leaders are taking the right actions to improve the education that pupils receive. The impact of these actions is not yet apparent.

Adults help pupils to mana...ge their own feelings and behaviour well.

Pupils understand what adults expect of them and rise to these expectations. As a result, pupils behave well. Adults teach pupils how to treat everyone with respect.

Pupils live this out in their relationships with each other. They treat each other, and those around them, with the utmost respect. Leaders do all that they can to help pupils to attend school consistently.

There is a real sense of community at St Paulinus Catholic Primary Academy. Some pupils contribute as 'Mini Vinnies', following the example set by St Vincent De Paul. Others contribute as well-being ambassadors.

These opportunities are helping pupils to contribute to their community and to be prepared for their future lives. The school has created an inclusive culture that helps pupils to feel happy and safe.

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

Leaders are in the process of developing the curriculum, from early years to Year 6.

In some subjects, the school has not defined the most important knowledge that it wants pupils to learn sufficiently clearly. In geography, for example, the school has not made clear how pupils should build and connect their knowledge over series of lessons. This leads to variation in what pupils know and remember.

In some subjects, such as mathematics and science, the curriculum is more developed. This is beginning to impact positively on pupils. However, pupils have too many gaps in their knowledge.

The tasks that pupils are given do not always address these gaps or help pupils to connect new learning. This impacts particularly on pupils with special educational needs and/or disabilities (SEND). Currently, pupils are not learning well enough in subjects across the curriculum.

In some areas, curriculum improvements are gaining traction. For example, leaders have made reading a priority. They ensure that staff have the training that they need to help pupils to learn to read.

From the early years, the school has made sure that children develop their phonics knowledge to become confident readers. The books that pupils read are matched to the sounds that they know. When pupils struggle with reading, including those with SEND, staff give them exceptional support to catch up.

Pupils talk enthusiastically about the books that they read in class. They explain in detail about the characters and stories that they are reading.

In early years, staff help children to build positive relationships with each other.

Children cooperate consistently well with each other. Adults encourage children to use new vocabulary and extend their talk. However, the school has not thought carefully enough about how the important knowledge and skills that children need to develop will build during the year.

Many of the activities that staff provide for children are not helping them to develop the knowledge that they need to be ready for Year 1.

Leaders' work to promote pupils' personal development is very well developed. Pupils talk with maturity about issues such as consent and staying safe online.

Pupils encounter well-chosen scenarios that help them to understand any risks that they might face. Pupils understand that they live in a diverse world. They treat those around them with kindness and respect.

Many pupils apply to be leaders and ambassadors. They take their status as role models very seriously. Some pupils contribute as school councillors.

Others work as well-being ambassadors, supporting their peers at breaktimes and throughout the day. Many pupils contribute to the 'Silver Stories' initiative. They share stories with older residents in the area, contributing to their community and supporting the well-being of all.

Pupils know that this work matters. One pupil summed this up, saying that their key mission is to 'be better than the person you were yesterday' and to 'do good as you go'.

Those responsible for governance are knowledgeable about some aspects of the school.

However, they do not have an accurate view of the quality of education that the school provides. This makes it more difficult to check that leaders are focused on the right things to improve the quality of education for pupils. The workload and well-being of all staff are priorities for governors and leaders.

Staff are proud to work at this school. They are committed to the community that they serve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not defined the most important knowledge that it wants pupils to learn consistently well across all areas of the curriculum. This means that pupils are not consistently able to build the important knowledge that they need and address gaps in knowledge. The school should ensure that the knowledge it wants pupils to learn and remember is precisely defined.

• Too often, the tasks that pupils are given to complete are not focused precisely enough on the things that pupils need to learn. This means that sometimes pupils are not learning the most important things that they need to know. The school should make sure that teachers receive the support that they need to choose tasks which support the intended learning more precisely.

The curriculum in early years does not provide children with the foundations and experiences that they need to be prepared for Year 1 sufficiently well. The tasks and activities pupils are given too often do not help them to secure the learning that they need. The school should ensure that the early years curriculum equips children with the knowledge, skills and attributes that they need for Year 1 and beyond.

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