St Thomas’ Church of England Infant School, Woolton Hill

Highlights from Latest Inspection

What is it like to attend this school?

Pupils describe this as a friendly school. They strongly feel that 'anyone can fit in here'. Pupils are keen to learn.

Their enthusiasm creates a purposeful buzz around the school. The values of 'wisdom, courage and respect' are applied to their learning, as well as to their friendships.

The school motto of 'let your light shine' sums up leaders' high expectations of pupils' learning and behaviour.

Pupils take pride in meeting these. They are kind to each other and listen to teachers respectfully. They look forward to celebrating their achievements in assemblies.

Leaders are determined to offer pupils an irresistible invitation to learn. To achieve t...his, each term starts with an exciting 'hook' experience to spark interest in learning. Pupils animatedly recalled a recent example of a visit, which gave them a close encounter with bird of prey.

The school's Christian values are evident in the way that staff nurture and value every pupil. Pupils like that they all know one another. Being part of this small and happy community helps them feel safe.

They are not worried about bullying. They have great trust in adults to listen to any worries and to help them if they need it.

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

Leaders have diligently focused on revising the school's curriculum.

They want to ensure that learning is ambitious, purposeful and inclusive. Leaders are committed to making sure that all pupils, including those with special educational needs and/or disabilities (SEND), will succeed and achieve all they are capable of. New subject leaders have collaborated with specialists to develop their subject knowledge and expertise.

They have shared their learning across the federation to carefully sequence the curriculum. There has been thoughtful consideration of the important knowledge, skills and learning behaviours that pupils need to be taught. This work also makes sure that pupils in Year 2 are well prepared to make a smooth transition on to their next stage of learning.

Children get off to a strong start when learning to read. Effective phonics teaching in Reception gives them strong foundations for learning. Children confidently sound out letters and write words by themselves.

Teachers support pupils well in Years 1 and 2, and they become increasingly fluent and accurate readers. Leaders ensure that pupils' reading books are closely matched to the sounds they have learned. Those who struggle to read enjoy extra sessions.

These are expertly led by adults, who boost pupils' self-esteem effectively as they help them keep up.

Leaders possess a sound understanding of the differing needs of pupils with SEND. They are focused on quickly identifying any additional needs pupils may have.

They get support in place quickly. Many staff are skilled at making effective adaptations to learning for pupils with SEND when they need it. This means that they learn well alongside their classmates.

There is a focused approach to ensuring that children make a successful transition into Reception. Staff know children well, and they are happy in their environment. Curriculum thinking is mapped out to ensure that children in Reception learn everything they need in preparation for Year 1.

However, not all adults have enough expertise to make the most of every learning opportunity the environment could offer. Sometimes, moments to develop children's vocabulary, communication and language skills are missed, meaning they do not learn as much as they could.

Pupils are proud to take on leadership roles in school.

They enjoy being librarians and voting for house captains and school councillors. Leaders have a strong ambition: to develop pupils' character and sense of responsibility. Currently, opportunities for pupils to learn about different ways of life are limited.

Leaders know this and have plans to deepen pupils' understanding of the world through rich experiences. They have already begun this work by introducing the 'six strands' approach through which they intend to prepare pupils for the wider, diverse world.

Pupils mostly behave well.

They are motivated to learn and are courteous and polite. At playtimes, they are kind and inclusive. They have great fun playing games and enjoying the freedom of the outdoor space.

Provision for pupils' social and moral development is rooted in the school's Christian values. They appreciate the opportunities to attend celebrations in the church.

Governors have worked closely with leaders and the school community to establish the new vision and values.

They bring a wealth of expertise and dedication to their roles. This is used to support leaders to create a school where staff and pupils flourish.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong safeguarding culture that focuses on keeping pupils safe. All staff are well trained and have a secure understanding of possible risks to pupils. Adults promptly identify any concerns about pupils' well-being or safety.

Leaders are swift to take effective action when concerns are raised. This action ensures that pupils and their families get any support needed.

Staff know the pupils well, and pupils feel confident that they are safe in their care.

A clear and sensitively organised safeguarding curriculum teaches pupils how to identify risks themselves. This helps pupils learn how to keep themselves safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the early years, the activities provided do not always help children achieve leaders' curriculum aims.

This means there are missed opportunities for children to learn and build their knowledge over time. Leaders should ensure that all adults have the necessary skills and expertise they need to prioritise the right activities and approaches so that all children are ready for key stage 1. ? Opportunities for pupils to learn about different ways of life are currently limited.

Consequently, pupils' depth of knowledge and understanding about people from different religions and ways of life could be further developed. Leaders are aware of this. They now need to implement their new curriculum plans to provide pupils with a wider range of learning experiences to broaden their understanding of cultures, beliefs and ways of life that are different from their own.

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