St Peter’s Crosskeys CofE Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school is united in its aim for pupils to 'flourish and grow'.

The school expects all pupils to grow academically, personally and socially. Daily, pupils live up to these high expectations. The school's values underpin all aspects of school life.

Pupils understand the importance of joy, dignity, wisdom, peace, community and hope. They understand how these values help them to learn and to be ready to play their part in society.

Relationships are consistently positive.

Pupils support each other. They are respectful and inclusive. As one said, 'Everyone is treated the same.

No one is left out.' Behaviour is positive. Pupils are motivated by... the rewards on offer, including being selected for the weekly 'golden book'.

Poor behaviour is rare. However, pupils know how to deal with situations that may prove challenging. Using the 'hand of five' prompt, pupils can name their trusted adults.

They know whom to turn to if they need help or support.

Pupils are fiercely proud of the positive contribution that they make to their school. The courageous advocates, pupil parliamentarians, members of the eco-club and worship leaders, to mention but a few, carry out their roles with a high degree of pride.

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

The school's leadership team has been in post for a relatively short period of time. It has already brought about many improvements. It has improved safeguarding arrangements, the curriculum, provision in the early years and behaviour.

They have built a cohesive team of staff who share their vision and ambition. Along with good quality challenge and support from the local governing body and the trust, the school has a strong capacity for continued improvement.

The school's curriculum is well organised.

It makes clear what pupils will learn at each stage of their education. Content builds cumulatively over time. It makes clear the precise content that pupils are expected to know and remember.

In most cases, pupils recall what they have learned with ease. However, in a small number of cases teaching does not align with the curriculum as closely as it should. In these cases, pupils miss out on some of the key knowledge that they are expected to learn.

The school has identified some weaknesses in how well phonics is taught. It is in the process of addressing these. The mitigating actions that the school has taken to date have ensured that pupils continue to learn phonics well.

Pupils learn sounds in a logical order. Phonics is taught consistently. The school has a detailed knowledge of how pupils are getting on.

Any who begin to fall behind are quickly helped to keep up.

Beyond phonics, pupils go on to develop a passion for reading. They appreciate the wide range of books on offer in school.

They enjoy listening to their teachers read, saying that they 'bring books to life.' Pupil 'reading rangers' help younger pupils practise reading and develop a love of books.

Children get off to a positive start in the early years.

They are well cared for. Learning is fun and exciting. However, the early years curriculum is at a relatively early stage of design and implementation.

Where it is complete, it is of good quality. It makes clear the milestones that children are expected to reach as they progress through the Reception Year. The activities on offer help children to remember what they have learned.

In most cases, children talk confidently about what they have learned. However, the school has not completed its work on the curriculum. As such, it does not contain the same level of detail for the entirety of the Reception Year.

Pupils with special educational needs and/or disabilities (SEND) are well supported. The school accurately identifies these pupils' needs. It ensures that everyone understands how best to help.

A talented group of teaching assistants provide skilful support. They know when to step in and when to step back. As a result, pupils with SEND learn the same curriculum as their peers and are helped to develop their independence.

The provision for pupils' personal development is a strength. There is a well-structured programme for relationships, sex and health education (RSHE). This is complemented by a robust programme of outdoor learning.

This helps pupils to develop teamwork, solve problems and manage risks. Pupils benefit from a broad range of extra-curricular clubs and sporting activities.

Parents and carers are unanimously positive about the school.

One summed up many when they said, 'This is a fantastic village school. Children thrive.' Inspectors agree.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of cases, teaching does not align with the curriculum as closely as it should. In these cases, pupils miss out on some of the key knowledge that they are expected to learn.

As a result, there are some gaps in pupils' learning. The school should ensure that lessons consistently align with the intent set out in the curriculum and that teaching results in pupils consistently knowing and remembering content. ? The early years curriculum is at a relatively early stage of construction and implementation.

In a small number of places, the milestones that children are expected to achieve are not clear. This means that the school check on how well children are learning across the full breadth of the curriculum. The school should ensure that its early years curriculum is fully designed sequenced and implemented.