St Simon of England Roman Catholic Primary School, Ashford

Highlights from Latest Inspection

What is it like to attend this school?

This school is a calm and caring place, where pupils are encouraged to value their education and develop the qualities needed for when they eventually enter the world of work. They know that teachers will always help them if they are worried about anything.

Pupils behave sensibly in their lessons and in the school grounds, where they play kindly together. They particularly enjoy challenging themselves on the trim trail, but equally value spending quieter time in the library or faith garden.

All pupils are taught the value of making allowances for each other and behaving in positive ways which encourage hopefulness, kindness and endurance.

They know that being... jealous, conceited or rude damages relationships. Staff consciously model the school values through the daily life of the school. Pupils know the most important of the school values is to genuinely love each other and treat each other as equals.

Pupils are encouraged to consider their responsibilities for taking care of the planet. They learn about how people have changed the natural world through tourism and industry and how it might be protected. Sometimes, their learning is not as strong as it should be because leaders are still defining what pupils should learn and when in some parts of the curriculum.

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

Leaders want pupils to achieve their very best in this school. Trust leaders are working with them to make that a reality. Plans to further develop reading, writing and the wider curriculum, including in the Reception Year, are under way but in the early stages of implementation.

The trust is also supporting governors to understand their statutory duties more fully.

Pupils mostly benefit from the new reading curriculum. Leaders make sure all staff have the training they need because they are determined pupils will learn to read more securely and so be able to enjoy other subjects.

During phonics lessons, teachers pick up on any misconceptions quickly and help pupils learn the correct sound or spelling. They use assessment well to make sure pupils get the support they need if they are struggling to keep up or need to catch up. Staff encourage all pupils to take an interest in the books in their classrooms and in the school library.

Pupils mostly understand and remember what they have learned in mathematics. Leaders make sure that the curriculum is broken down into small enough steps for pupils to master new learning confidently. Teachers regularly review past learning with pupils so they can remember key knowledge automatically.

Pupils can apply their mathematical knowledge to solving problems. They know that making mistakes can be a good thing because it helps them to learn.

Leaders in other subjects are still developing exactly what pupils must learn and when.

The content in most subject areas has been broadly identified in line with the national curriculum. Teachers know what they must teach in each year group. However, the order in which they should teach and what they should check pupils have learned have not been determined.

Leaders have planned the curriculum in Reception Year but it is not linked to the rest of the school curriculum. As a result, children are not as ready as they could be for the move to Year 1.

Staff know pupils well and build good relationships with families and external agencies to identify and understand different learning and medical needs.

Teachers have benefited from working with leaders in the trust and other schools to learn how to adapt activities so that pupils with special educational needs and/or disabilities (SEND) can learn the same curriculum as their classmates. However, because the curriculum is still being developed, pupils with SEND do not learn as well as they could.

Behaviour in lessons and around school is good.

Pupils are encouraged to understand their feelings and develop self-control through techniques such as breathing calmly. There is a consistent approach to managing their behaviour. Where pupils still struggle to behave well, staff help them by discussing the issue and reflecting on what to do next.

There are plenty of opportunities for pupils to develop character and a sense of social responsibility. Leaders have set up a 'job centre', where pupils can apply, through a recruitment process, for roles in school such as finance, salad bar, light monitoring or litter picking. They earn virtual 'St Simon's pounds', which can be spent on events such as baking a cake with a member of staff.

Safeguarding

The arrangements for safeguarding are effective.

However, leaders do not always keep their safeguarding training up to date and local governors are not challenging enough in their responses to this. Trust leaders have taken recent action to support the governing body and school leaders in making sure safeguarding processes are secure.

School staff understand their safeguarding responsibilities well. They know how to identify pupils in need of support or at risk of harm and are confident to use the school reporting systems.

Pupils know how to protect themselves from harm in different situations, including online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum beyond reading and mathematics is not fully developed. Because of this, pupils' learning is not as secure as it should be. Leaders should identify the precise knowledge to be taught and the order in which it should be covered in all subjects.

• Governors do not have a good enough grasp of their statutory duties. They do not provide effective challenge and support. Trustees should ensure that governors have the appropriate training to fully understand their role and responsibilities.

• The content and sequencing of the curriculum do not start in the Reception Year. Children are not prepared well enough for Year 1. Leaders should ensure that the early years curriculum is designed to teach children the knowledge and skills they need to learn the Year 1 curriculum.