St Philip (Westbrook) CofE Aided Primary School

Highlights from Latest Inspection

Outcome

St Philip (Westbrook) CofE Aided Primary School continues to be a good school. There is enough evidence of improved performance to suggest that the school could be judged outstanding if we were to carry out a graded (section 5) inspection now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

This school is a vibrant and aspirational place, where pupils, including those with special educational needs and/or disabilities (SEND), thrive. Pupils are happy. They get on well together and are considerate of each other's feelings.

Pupils who have recently joined the school settle in quickly. Everybody is welcome.

Pupils know that the...y are important.

They feel comfortable to talk to staff about any worries and are confident that they will do their best to help them. Leaders deal with bullying thoroughly. This helps pupils to feel safe.

Pupils are keen to reach the high expectations that leaders have of them. Pupils' behaviour across the school is excellent. They display highly positive attitudes in their lessons and take great pride in their work.

Pupils are motivated to learn because leaders have designed an interesting and carefully considered curriculum, which is taught consistently well. As a result, right from the start, pupils achieve well.

Pupils value the opportunities they have to develop their interests and talents, such as choir practise and gymnastics clubs.

By taking on responsible roles such as ethos leaders and school councillors, pupils learn how to play an active role in improving their school. Pupils spoke with pride about planting trees to improve the local environment.

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

Leaders work with commitment to ensure that all pupils benefit from the ambitious and stimulating curriculum they have designed.

In all subjects, leaders have identified the important knowledge that they want pupils to learn and remember. Leaders have ordered this knowledge with meticulous care so that it builds on pupils' previous learning. Leaders have also focused their attention on connecting ideas across subjects and over time.

This helps pupils to make links and to strengthen their understanding of important concepts.

Subject leaders have strong expertise. They provide teachers with detailed and clear guidance, enabling them to deliver the components of the curriculum as intended.

For example, leaders ensure that pupils have regular opportunities to recall and revisit their earlier learning. Assessment strategies are used well. Teachers routinely check pupils' understanding during lessons and respond immediately to address any misconceptions.

They encourage pupils to talk about their ideas using precise language and vocabulary. From the early years, pupils speak confidently and articulately about their learning.

Leaders have placed reading at the heart of the curriculum.

Children start to learn about sounds and letters as soon as they start at the school, in Reception. Staff benefit from regular training. They skilfully adjust and refine support to ensure that pupils gain a secure understanding of phonics.

Pupils who fall behind are identified swiftly. They are given prompt help by highly trained staff and catch up quickly. As a result, almost all pupils become confident and fluent readers before the end of Year 2.

Older pupils who are not yet confident readers, including some pupils who are at the early stages of learning English, also benefit from this precise and tailored approach to reading support.

Leaders work creatively to promote pupils' love of reading. High-quality texts feature heavily in the carefully constructed reading curriculum for older pupils, through which they learn to hone their comprehension skills and vocabulary.

Pupils were very eager to point out the prominently positioned 'Poet-tree' and the attractive array of books in their enticing library. Pupils' confidence in reading contributes to their strong achievement across all subjects.

Leaders ensure that pupils' additional needs are identified accurately and quickly.

Staff are well trained in tailoring their teaching approaches to ensure that pupils with SEND access the same ambitious curriculum as their classmates. Pupils with SEND achieve well.

In Reception, staff encourage children to listen attentively.

Children learn to share, and they play happily with their friends. They develop independence and concentrate well on activities. These firm foundations for learning behaviour are built on throughout the school.

Pupils are polite and respectful. They behave exceptionally well, which means everyone can learn free from distractions.

Leaders ensure that pupils benefit from the many opportunities to learn about the diversity of the wider world.

They understand that people have different families, backgrounds, cultures and beliefs and the importance of everyone being treated equally. Pupils are encouraged to express their ideas and opinions in regular debates. They were keen to discuss their 'courageous advocacy' project when they communicated with the wider community to promote environmental protection.

Pupils are well prepared for taking their place in society.

Staff are proud to work at the school and of the contribution they make to pupils' success. Staff, including early career teachers, appreciate the support and opportunities for development they receive.

They value leaders' consideration of their workload and well-being. The large majority of parents and carers are highly positive about the school.

Despite the many strengths of the school, school leaders are not complacent.

Leaders and governors are committed to continuing to improve the school and build on its already notable success.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that staff receive regular training so that they remain alert to signs which might indicate that pupils are at risk or suffering from harm.

Staff follow clear procedures to report concerns. Leaders respond to these concerns swiftly and maintain a close oversight of vulnerable children. The recently expanded safeguarding team makes use of its strong local knowledge to signpost families to effective support, when required.

Pupils have many opportunities to learn about how to keep themselves safe. For example, pupils learn about some of the features of healthy relationships, such as consent, and have regular online safety lessons.

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 second ungraded inspection since we judged the school to be good in December 2013.

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