St Philip’s CofE Primary School, Atherton

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at St Philip's CofE Primary School live out the school's motto of 'together, we achieve'. The school has high expectations of pupils. Teachers ensure that most pupils, including those with special educational needs and/or disabilities (SEND), succeed.

Pupils are attentive in lessons, and they work hard. As a result, pupils typically achieve well across a range of subjects.

Pupils concentrate in lessons, and there is little disruption.

Pupils are confident that teachers will swiftly resolve any concerns or worries they may have. The school is built on a strong culture of respect for others. Pupils are kind and caring towards one another.

They t...old inspectors that they feel happy and safe in school.

Pupils benefit from an excellent programme of personal development. Teachers nurture pupils' individual talents and interests exceedingly well.

Pupils delight in the vast array of high-quality enrichment activities that the school offers. For example, pupils are keen to attend garden crafts, dance class and culture clubs.

The school carefully designs and schedules trips, visits and outdoor learning activities to enhance the curriculum.

These opportunities add considerable value to pupils' learning and development. This includes those pupils with SEND and those who are disadvantaged. Pupils have plentiful opportunities to foster their talents and interests far beyond the academic curriculum.

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

The school has ensured that there is a broad, balanced and ambitious curriculum on offer to all pupils, including those with SEND. This knowledge-rich curriculum builds incrementally from the Reception Year to Year 6. In recent years, the school has made a number of positive changes to strengthen and to enrich the curriculum.

For example, leaders have thought carefully about the order in which new knowledge is taught. These changes have helped to make lessons more engaging, relevant and enjoyable for pupils.The school has ensured that teachers have been well trained to implement the curriculum.

Teachers have secure subject knowledge. In the main, teachers design learning activities that enable pupils to acquire essential knowledge and skills. However, from time to time, some teachers do not design the most appropriate activities to help pupils to learn new knowledge.

On occasion, this means that a few pupils do not have sufficiently secure foundations on which to build future learning.Typically, teachers are clear about what pupils should learn. In the main, teachers use assessment strategies well to check that pupils have understood earlier concepts before introducing new ideas.

A love of reading pervades the school. Teachers read to pupils daily, and older pupils talked enthusiastically about the books that they have read and the authors that they prefer. Teachers have been suitably trained to deliver the phonics programme consistently well.

Pupils practise reading using books that closely match the sounds they have learned. Teachers check carefully that pupils can remember previously learned sounds. Those pupils who find learning to read more challenging receive effective support to help them to keep up with the phonics programme.

As a result, most pupils are confident and fluent readers by the end of Year 2.The school identifies the additional needs of pupils with SEND quickly and accurately. In the main, teachers successfully adapt the delivery of the curriculum to meet the needs of pupils with SEND.

On occasion, however, some teachers do not use all the information available to them to design appropriate learning activities for a small number of pupils with SEND. This prevents these pupils from being as fully prepared as they could be for the next stages of their education.Pupils, including children in the early years, behave well.

They are friendly and well mannered. Pupils' rates of attendance are high. Where there are any slight dips in pupils' attendance, the school acts with rigour to intervene.

The school offers an exceptional range of experiences for the personal development of pupils. The school maximises opportunities for pupils to learn about other faiths and cultures. Pupils have a very well-developed understanding of how to manage their feelings and how to deal with conflict.

They learn how to take care of their physical and mental health and well-being. Pupils also take great pride in being elected for positions of responsibility. They become house captains, librarians and school shop assistants or accountants.

These experiences contribute exceptionally well to preparing pupils for life in modern Britain.

Governors know their community and pupils well. They carry out their statutory duties successfully, and they have diligently challenged leaders to develop and enhance the school's curriculum.

Governors support and hold leaders fully to account for the quality of education that pupils receive.

Teachers are overwhelmingly positive about the support that they receive from leaders to manage their workload and to protect their well-being. In particular, teachers appreciate the extra time that they are allocated to carry out their subject leader roles.

The school encourages parents and carers to be fully involved in the life of the school. For instance, staff hold gardening workshops for parents and grandparents to attend and enjoy alongside pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? A small number of teachers do not design the most appropriate activities to help pupils, including a few pupils with SEND, to learn new knowledge. This means that, from time to time, some pupils do not learn all that they could. The school should ensure that teachers are suitably trained to design learning activities that enable pupils, including those with SEND, to develop a consistently deep and rich body of subject knowledge.