St Thomas’ Catholic Primary School, Canterbury

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations for pupils at this school. They are determined that pupils achieve highly and are well prepared for the next stage of their lives. Pupils behave extremely well.

They are polite, respectful and considerate of each other. Pupils rise to the challenges set by their teachers and show very positive attitudes to their learning. They relish the many enrichment opportunities provided.

For example, all pupils learn to play a musical instrument.

Pupils are proud to belong to their welcoming and friendly school. The school's faith values are lived out in daily life.

Pupils have strong relationships with staff whom they describe as... kind and caring. Pupils feel safe here. They know staff will help them if they have any worries.

Pupils greatly value the wide range of cultures and languages within their school community. They describe St Thomas' as a very inclusive school. Pupils have firm beliefs about equality, saying that everyone here is accepted for who they are.

Almost all parents and carers would recommend the school to other families. One parent's comment summed up the views of many, 'The school has allowed my child to grow and blossom.'

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

Leaders have prioritised the development of the school curriculum.

They have considered carefully and thoughtfully which subjects need to be strengthened. Pupils, including those with special educational needs and/or disabilities (SEND), study a wide range of subjects. Topics are interesting, well ordered and build on what pupils already know.

Pupils are keen and confident mathematicians. In early years, children become secure with numbers and counting because their teachers provide them with lots of practice. Pupils achieve well across the range of subjects and particularly in English and mathematics.

A small number of foundation subjects, however, are not as strong as the best. Here, the curriculum is not yet planned with enough precision. This means that pupils' recall of important knowledge is not as secure as in other subjects.

Assessment in these subjects does not provide helpful information for teachers to know how well pupils are doing. Leaders are aware of this and have realistic and ambitious plans in place.

There is very well-planned approach to teaching reading.

Leaders have introduced a new phonics programme that is working well. They have trained staff thoroughly. This means that both teachers and support staff are skilled in teaching early reading.

Children learn to read as soon as they start in Reception. Adults quickly spot if any children are struggling and provide extra help.Staff give high-quality support to those pupils who have English as an additional language.

This strengthens pupils' comprehension well, both in English and across other subjects.

Leaders provide a range of opportunities for pupils' personal development. They prioritise pupils' well-being.

Pupils enjoy tasty yet healthy school lunches and opportunities to try activities such as yoga and mindfulness. Leaders seek out enrichment opportunities in the local area. They take advantage of the rich history and art in Canterbury to make learning come alive for pupils.

Pupils enjoy clubs that the school offers free of charge. However, the extra-curricular clubs on offer are currently quite limited. The offer does not allow pupils to fully develop their talents and interests, including different sports.

This is something that some pupils and their parents also identify. There are opportunities for pupils to take on leadership roles, such as house captains and reading buddies. While pupils think these roles make a difference in school, they could be developed further.

Pupils' behaviour and attitudes are exceptionally strong. Around the school, pupils show real kindness to each other. They play together harmoniously and independently, making sure everyone is included.

Leaders have created a culture where nurture, compassion and respect are intrinsic to school life. Attendance is very high for almost all pupils. Instances of discrimination or derogatory language are extremely rare.

If they occur, leaders take swift and effective action. Pupils are clear that this is not how we behave at St Thomas'.

Governors understand the school well and give good support to leaders.

Staff are proud to work here. They are dedicated and committed to the pupils. Leaders provide a range of helpful professional development for teachers and support staff.

While leaders are mindful of reducing staff's workload, they also want to further develop their expertise. Staff appreciate the successful balance struck by leaders. Currently, the system by which staff report behavioural incidents or changes in a pupil's behaviour is not strong enough.

It does not give leaders a clear enough oversight of pupils who may be vulnerable. Leaders are aware of this and are working to strengthen it.

Safeguarding

The arrangements for safeguarding are effective.

Pupils are taught how to recognise risks, including online, and how to keep themselves safe. They are confident to raise concerns with adults if they are worried.

Leaders ensure that staff receive regular training about safeguarding.

Staff know how to identify pupils who may be at risk. While there is a clear system to report concerns, very occasionally some staff do not use this appropriately. This means that leaders do not have timely information about a pupil.

Leaders engage well with external agencies to get support for pupils and their families when they need to. Recruitment checks are appropriate.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small minority of staff do not always log their welfare concerns about pupils in accordance with the agreed school system.

This includes concerns about changes in a pupil's behaviour. As a result, leaders may not have timely or comprehensive information about a pupil who may be vulnerable. Leaders should provide additional training for staff to ensure that all staff use the agreed systems when reporting concerns, including concerns about patterns in a pupil's behaviour.

• In a small number of foundation subjects, the curriculum is not organised with the same degree of precision as in the strongest. As a result, some pupils do not achieve as well as they could. Leaders should continue to refine and strengthen the curriculum so that all pupils learn well across all subjects.