St Stephen and All Martyrs’ CofE School, Lever Bridge

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel valued at this school regardless of their differences. They appreciate the importance of treating everyone with respect and care. Pupils benefit from the positive relationships that they enjoy with each other and with staff.

Pupils told inspectors that they trust staff to help them if they have any concerns. This makes pupils feel safe and happy in school.

Leaders and staff are ambitious for all pupils to be successful academically and personally.

Pupils are resilient. They understand that making mistakes is part of learning. Staff apply the behaviour policy consistently well.

As a result, learning is rarely disturbed by disruptive behavi...our. This allows pupils to learn without interruption.

There are effective systems in place to identify bullying.

On the rare occasions that bullying occurs, leaders deal with it quickly.

Pupils benefit from taking on additional responsibilities in school. For example, they act as safety ambassadors, who lead school assemblies.

Members of the ethos team debate issues relevant to the school and its pupils. Pupil librarians oversee the running of the school community library that is open to families each day. Such opportunities build pupils' confidence and prepare them well for life beyond the classroom.

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

In the majority of subjects, leaders have established a curriculum that is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Leaders have identified the important knowledge that pupils should learn and when this should be delivered by teachers. In the Reception Year, leaders have identified what children should learn so that they are ready for the demands of Year 1.

Leaders ensure that teachers benefit from appropriate, ongoing training. This helps to develop their subject knowledge so that they are well equipped to teach across different subjects. Teachers introduce new learning to pupils effectively.

They check what pupils know and remember from previous lessons. Teachers provide opportunities for pupils to revisit prior concepts when needed, before moving on to new learning. Over time, this helps pupils know more and remember more.

In one or two subjects, the knowledge that pupils should learn is not as obvious to teachers as it is in most other subjects. As a result, some staff are unclear about what subject content they should teach or when this should be taught. This hinders pupils from building up their knowledge securely over time.

Leaders place a high priority on children in the Reception Year and pupils in key stage 1 developing a secure knowledge of phonics. Leaders ensure that staff deliver the phonics programme consistently well. Staff monitor pupils' understanding of phonics closely.

There is timely extra support for pupils who need it. This helps them to keep up with their peers. As a result, pupils quickly begin to learn the sounds that letters represent.

Leaders ensure that pupils read books which are closely matched to the sounds that they are learning. Children in the Reception Year enjoy different books every day. Pupils in key stage 1 read regularly.

Many pupils become confident and fluent readers by the end of Year 2. Pupils in key stage 2 access a range of high-quality texts that include novels and non-fiction. They read widely and often.

Leaders promote reading well across the school. Many pupils regularly experience the pleasure that comes from reading a book.

There are effective systems in place to identify the additional needs of pupils with SEND.

Teachers are successful in adapting how they deliver learning to pupils with SEND. Teachers ensure that pupils with SEND learn the same curriculum as their peers. Leaders work effectively with external organisations to secure additional support in a timely manner.

As a result, pupils with SEND achieve well.

Pupils regularly display good manners. They do their best to treat others in the same way that they would like to be treated themselves.

Pupils experience an exemplary range of opportunities that enhance their personal development. Leaders and staff are committed to ensuring that pupils become well-rounded individuals, who understand the important role that they play in society. Pupils enjoy a rich variety of trips.

These include visits to different places of worship, museums, galleries and places of historical significance. Leaders ensure that disadvantaged pupils access the same wealth of experiences as others in the school.

Governors focus on achieving the best possible outcomes for all pupils.

They support and challenge leaders well. Leaders and governors are considerate of staff's workload and well-being when making decisions about policies and procedures.

Safeguarding

The arrangements for safeguarding are effective.

Staff follow clear procedures to report any concerns that they have about a pupil. Leaders respond to any concerns in a timely manner. They work well with other professionals and external organisations, when required.

Leaders ensure that the curriculum provides opportunities for pupils to learn about the dangers that they may face. For example, pupils recognise the hazards of open water and the risks associated with fire. They learn how to protect themselves from harm when working and playing online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In one or two subjects, leaders have not identified the key knowledge that pupils, including children in the early years, should learn or when this content should be taught. This prevents teachers from designing learning that builds up pupils' knowledge over time. Leaders should ensure that they finalise their curriculum thinking in these areas, so that pupils can build on prior knowledge when they are learning something new.