St Teresa’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

There is a positive and respectful culture at St Teresa's Catholic Primary School. Pupils of all ages offer visitors a warm and courteous welcome.

They understand how the school's values help them to be kind, thankful and forgiving. Parents talk positively about how the school 'strives for excellence' and the 'family feel' that exists.

Staff have high expectations of pupils' behaviour.

Pupils are polite and well-mannered. They understand the school rules and most follow them well. The behaviour of children in the early years is exceptional.

Children show high levels of self-control and care towards one another. They are eager to learn. As a result, c...hildren get off to a strong start.

Pupils feel safe. They understand how their 'toolkits' help them to recognise and control their emotions. Relationships are strong between adults and pupils.

Pupils trust staff to listen and help them when they have worries or concerns.

Pupils enjoy taking part in a range of clubs such as netball and basketball. They value their roles as house captains, school councillors and members of the chaplaincy team.

Pupils say these roles develop their leadership skills, enable them to work as a team and help others.

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

The school has high expectations for what all pupils can achieve. An ambitious and inclusive curriculum has been designed well to include all pupils' needs.

The curriculum design particularly considers those who speak English as an additional language. The school's focus on developing language skills ensures that these pupils progress through the curriculum well.

The school promotes a love of reading.

Pupils enjoy listening to their class novels. They say that texts such as 'Wonder' help them to understand the importance of being positive. As they move through the school, pupils read with increasing fluency and expression.

Children learn to read as soon as they start school. Teachers in the Reception Year skilfully build children's understanding of new words such as 'quirky'. Children learn and remember new sounds well.

If pupils fall behind, they receive the help and support they need to help them to catch up quickly.

Pupils learn well in mathematics. Teachers present new learning clearly.

They encourage pupils to make links to what they have learned before. Children in the Reception Year, including those with special educational needs and/or disabilities (SEND), build their mathematical understanding well. They confidently recognise patterns in odd and even numbers.

Older pupils make effective use of their mathematical knowledge when creating and interpreting scatter graphs in science.In most wider curriculum subjects, teachers use their subject and pedagogical knowledge well. In history, for example, teachers design activities carefully so that pupils develop their understanding of historical vocabulary and concepts.

Younger pupils confidently use words such as 'past' and 'present' when talking about events in time. Older pupils show a clear understanding of 'empire' when talking about Gandhi.

In some other subject areas, teachers do not yet have the knowledge they need to teach the curriculum well.

Where this is the case, they do not design or adapt learning well enough. This prevents pupils from building the depth of knowledge they need.

The school is quick to identify the needs of pupils with SEND.

Individual pupil plans are precise and routinely reviewed. The support that staff provide for pupils with speech and language needs is of a high quality. This enables pupils to have the confidence to talk about their 'superpowers' and the knowledge and skills they use when playing a game of bench ball.

Pupils enjoy their learning and are keen to do well. This starts in the Reception Year. Children take pride in sharing their artwork or their learning about different cultures.

The school has clear systems and procedures in place to manage pupil attendance. Appropriate steps are taken to work with parents of pupils whose attendance is a concern. As a result, most pupils attend school regularly.

The school places a high priority on developing pupils personally. Pupils understand the importance of treating people from different backgrounds and beliefs equally. They talk confidently about democracy.

Pupils develop their character by singing at a local care home or by raising money for an animal shelter.

Local governors and trustees have an ambitious vision for the school. They robustly hold the school to account for its actions and fulfil their statutory duties effectively.

Staff are proud to work at the school. They value the time they receive which enables them to carry out their roles effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not yet have the subject knowledge they need to teach the curriculum well in some subjects. This means that pupils do not gain the depth of knowledge they should in some subjects. The trust must continue to develop staff so that they have the expertise to teach all areas of the curriculum effectively.