St Thomas’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this popular and friendly school.

The school has high expectations for pupils' academic success. It fosters pupils' curiosity and concentration effectively from a young age. As a result, pupils generally achieve well in many subjects.

Children in early years settle in right from the start. Staff ensure they are ready for learning in Year 1 and beyond.

Staff provide effective support for pupils' mental health and well-being.

This helps pupils to become confident and successful learners. There is a strong sense of community where pupils feel that they belong. The school has a consistent approach to managing pupils' behaviour.
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Pupils know where the boundaries are. As a result, pupils are respectful and sensitive to each other's needs.

They make a positive contribution to the life of the school.

For example, older pupils act as role models to younger ones. They help those who are new in school to feel happy and settled. Pupils take a full part in school life.

Pupils, including those with special educational needs and/or disabilities (SEND), benefit from a wide variety of clubs and trips, which broaden their experience. These include school exchange visits and clubs, such as sports, arts and computing clubs.

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

The school has designed an ambitious, high-quality curriculum, which is enhanced with rich, well-planned experiences.

These enrichment opportunities ignite pupils' interests and broaden their aspirations and horizons. From the nursery provision through to Year 6, pupils, including those with special educational needs and/or disabilities, attain high standards.

Staff are well trained to support children in their learning.

For example, in early years, staff use every interaction with children as a teaching opportunity. They plan activities carefully to develop children's speech and language effectively.

In most subjects, pupils build up secure knowledge and skills as they progress through the school.

Subject content is broken down into small steps of learning. However, in a few subjects, staff sometimes do not identify and address misconceptions. They are not clear about how well pupils have learned what was intended.

This affects how well pupils learn in these subjects.

The school identifies the additional needs of pupils with SEND accurately and quickly. Staff are well trained to meet the needs of these pupils so that they learn the same content as their peers.

The school has prioritised the teaching of reading. Staff benefit from regular, specific training to support children's ability to recognise and read sounds in the early years. This precise training ensures that the approach to the teaching of phonics is consistent and effective.

By the end of key stage 1, most pupils, including those with SEND, become fluent readers. Weaker readers are well supported so that they achieve well over time.

Older pupils demonstrate a love of reading.

They use a range of vocabulary across the curriculum. Pupils spoke positively about their favourite books and enjoy using the well-resourced school library.

Pupils behave well in lessons and stay focused on their learning.

Outside of lessons, pupils demonstrate good manners and show respect towards staff and each other.

The school has rightly prioritised high expectations of pupils' attendance and punctuality. It works closely with parents and carers to overcome any barriers that may prevent pupils from attending school as often as they should.

As a result, pupils' attendance is improving over time.

The school ensures that pupils are well prepared for life in modern Britain. Pupils are taught that all people are equal.

They have a firm understanding of the different faiths in the world and how to avoid stereotypes. Pupils take on responsibilities, such as school council, to develop their leadership skills. They help staff to improve the school, such as deciding on the huge array of extra-curricular activities on offer.

The is a very strong uptake across these opportunities.

Pupils access a vast range of opportunities to learn more about the wider world. For example, the school offers various educational trips to different areas of the country, residential visits and active links with a school in Africa.

Pupils have a deep appreciation of, and respect for, the many differences that exist between people.

Governors provide effective support and challenge to the school to continually improve the quality of education that pupils receive. They, alongside the school, have an expectation of continual improvement.

Governors carefully decide priorities with consideration to staff's work-life balance. Staff value this support and feel very proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, misconceptions in learning are not always identified promptly by the teachers. As a result, pupils may develop gaps in their knowledge and learning. The school should ensure that misconceptions are picked up quickly and addressed so that pupils develop secure knowledge and skills in all subjects.