St Richard’s RC Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and proud of their school. As members of the school houses, known as Mathew, Mark, Luke and John, they learn to connect together with other pupils and to enjoy friendly competition.

Pupils understand and follow the school's rules. They behave themselves with impressive self-control from the moment that they enter the school gate. Pupils' behaviour in lessons and as they move around the school is impeccable.

Pupils are calm and learn to act responsibly. They actively encourage one another to become a 'walking superstar' and to travel to school on foot, by scooter or bicycle. Pupils develop a deep understanding of their responsibilities for the environm...ent at school and in their local community.

They understand the challenges that people face nationally and internationally about the climate. Pupils know the steps that they can take to reduce pressures on the planet's resources and climate.

Pupils respond positively to the school's high expectations for their academic learning, and they achieve well.

Pupils learn that working hard is an important attitude for life. They are enthused by their learning in lessons as well as in clubs such as draughts, chess, 'read with the author' and a range of sports. Pupils enjoy very positive relationships with one another, staff and leaders.

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

Typically, pupils achieve well. Their attainment in some of the curriculum areas that are tested and assessed nationally is high. For example, pupils do well in their Year 4 multiplication tables check and go on to make strong progress in mathematics at the end of key stage 2.

Pupils learn successfully because, in the main, the school has established a carefully thought-out curriculum that is delivered well. Staff use assessment strategies skilfully to check that pupils know and remember what they have been taught. Nevertheless, in a few subjects, some of the curriculum is less clear about the key information that staff will teach and assess.

This means that, at times, some pupils learn less information than the school intends.

Staff follow the chosen phonics programme carefully. They act to provide weaker readers with the extra support that they need to keep up in their learning.

Staff link their phonics teaching effectively with helping pupils to use new words and to write about their learning and ideas. Children's learning in the early years includes the important skill of holding a pencil accurately to write. Pupils learn to read, talk and write fluently.

Throughout the school, pupils develop a love for reading. Starting in the early years, the school introduces children to many fascinating authors and their works.

Mostly, the school identifies and supports the needs of pupils with special educational needs and/or disabilities (SEND) well.

However, some of the support that the school provides is not matched carefully enough to some pupils' individual needs. This means that sometimes staff do not help pupils with SEND to learn as successfully as they should.

Pupils understand the school's high expectations for their conduct.

They strive to become the best person that they can be. Pupils behave exceptionally well. They are extremely kind and thoughtful towards other people.

Pupils greet others and politely hold doors open as they move about the school. They listen and respond very well to staff and to one another. Pupils focus on their learning without distractions.

Pupils want to come to school because their lessons are so enjoyable. Their attendance is high and celebrated by the school, such as through its well-organised assemblies.

The school provides pupils, including those with SEND, with a valuable range of activities that support their personal development.

It teaches pupils about respect. This leads to the school being a harmonious place to visit, study or work. Pupils learn about the important contributions of authors and playwrights, such as William Shakespeare, to Britain's literary heritage.

For example, Year 5 pupils work with actors to annually to perform a Shakespearean play in a public theatre.

Mostly, the school supports staff's work effectively. However, at times, the leadership of some aspects of the school's work is less secure.

This holds back how well it supports some staff to develop their skills. On occasion, this affects how successfully some pupils learn.

Governors bring a wide range of expertise to their roles, supporting and challenging the school in equal measure.

The governing body acts carefully on the school's long-term priorities.

The school has successfully re-established its work after the challenges that it experienced during the COVID-19 pandemic. Teamwork, collaboration and mutual support among leaders and staff are well established.

The school consults staff about their workload so that it can act when needed. Staff thoroughly enjoy working at the school.

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 few subjects, the school has thought less clearly about the knowledge that it wants pupils to learn. This makes it more difficult for staff to know what information to teach and assess. Consequently, on occasion, pupils learn some units of work less well than they could.

The school should ensure that all subjects are equally well considered. This will help staff to know what should be taught and checked to help pupils learn key knowledge successfully. ? At times, the school does not ensure that its support is well matched to the needs of some pupils with SEND.

Occasionally, this affects these pupils' learning and they do not learn as well as they should. The school should support all pupils with SEND in line with their needs. ? Sometimes, the leadership of some aspects of the school's work is not as secure as it is in others.

This affects how well it supports some staff to improve their work. At times, this weakness holds back some pupils' learning because staff are unclear about the most effective ways to work. The school should ensure that it develops its leadership expertise across all areas.