St Rumon’s Church of England (VC) Infants School

Highlights from Latest Inspection

What is it like to attend this school?

The values of 'joy, love, respect, forgiveness, perseverance and truthfulness' are clear in all that pupils of St Rumon's do. Pupils understand these values.

They can relate them to their lives and their time in school. Staff model the values in the secure and nurturing relationships they have with pupils. Parents agree that staff support pupils well.

Many comment on how staff go above and beyond to help their children.

Staff model the high expectations they have of pupils' attitudes to learning and how they treat each other. Pupils meet these high expectations most of the time.

Some say there are times when their peers find this a challenge, but sta...ff manage this successfully.

Pupils know what bullying is and say that it can happen. However, they have confidence in how well staff deal with this.

Pupils trust staff to take care of them. As a result, pupils feel safe and enjoy school. They talk about the many wider experiences with great enthusiasm.

The after-school clubs, school council and opportunities to perform are aspects they value.

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

The relationship between the relatively new leadership team and the trust is working successfully to refine the curriculum. The curriculum is ambitious for all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND).

Leaders deliver training that strengthens staff's subject knowledge. They provide coaching for staff that improves the delivery of the curriculum. However, some of these developments are in their infancy.

Leaders do not yet have a fully accurate overview of how the decisions and actions they have taken impact on pupils' learning. In some subjects, pupils' learning is not being developed as well as it could be.

Children in the early years have a strong start to their education.

They learn phonics right from the start. Leaders make sure staff training helps them to deliver the phonics programme effectively. Books are matched to sounds pupils know.

Pupils use the strategies they learn to accurately break words down into the individual sounds. When pupils fall behind, staff identify and provide what further help they need. Pupils enjoy reading.

They have plentiful opportunities to listen to adults read to them and read books for pleasure.

In Reception, children develop their early mathematics knowledge well. This includes learning about number as well as shape and time.

The early years curriculum is well sequenced. Activities that increase pupils' physical, social and emotional development, in addition to mathematics and communication and language, are evident in the learning set out for the children. Children know the routines and persevere with their learning.

Adults ask purposeful questions and promote interactions that encourage children to be curious. This helps to deepen their learning. Leaders have adapted the curriculum in key stage 1 to build on early years learning.

In particular, the focus has been to address any gaps in knowledge and pupils' social and emotional development. The 'discovery curriculum' allows pupils opportunities to secure their knowledge so that they build new learning successfully.

Relationships are central to all the school does.

Leaders have made sure that staff are fully aware of the importance of relationships to model high expectations. As a result, the school is a calm and purposeful place to learn. Pupils conduct themselves well in lessons and on the playground.

They support each other in their learning and in their play.

Leaders know the importance of pupils' wider development. They focus on developing pupils' spirituality very well.

There are a range of different ways in which pupils are encouraged to be reflective. They have different quiet and calm spaces to support this. Staff promote awe and wonder in the world around them.

This helps pupils become self-aware and confident. Staff enhance this by encouraging pupils' involvement in the local community. Pupils increase their resilience and awareness of diversity through opportunities such as performing at the stroke club and participating in the carnival.

In addition, pupils gain an age-appropriate understanding of the wider world through well-chosen themes and texts in the curriculum. Consequently, they are respectful and tolerant of others.

Those responsible for governance know the school's strengths and areas for development.

They are considerate of staff well-being and workload. Staff feel appreciated and dedicate themselves to getting the best from pupils.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is a whole-school priority. Staff know the pupils and their families well. They know the importance of being alert to any concerns so that support can be given as early as possible.

Leaders make sure that staff are vigilant through regular and up-to-date training.

Pupils learn how to keep themselves safe and talk with confidence about keeping healthy and about road safety. The trust takes the lead in managing the recruitment of staff.

They work with the appropriate school staff to make sure that all adults who work in school are safe to do so.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders use assessment and feedback to improve and strengthen the curriculum. The development of some subjects is further along than others.

Leaders have not had the opportunity to check the full impact of their actions and decisions. As a result, pupils do not learn as well as they could. Leaders need to monitor the curriculum with greater precision in order to accurately evaluate the impact made and ensure consistency for all pupils so that they learn and remember more.