St Thomas Aquinas Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish in a close and supportive community atmosphere.

The school's use of the quotation 'I have called you by your name; you are mine' is taken literally. Pupils feel like the school is an extended family. The sense of togetherness at break times and in classrooms is remarkably strong.

Pupils understand the high expectations of their community. They consistently rise to meet these. Pupils, from the Reception class onwards, take great pride in their learning and relish feedback and improvement.

As a result, they achieve well by the end of Year 6 and are more than ready for secondary school.

Pupils relish opportunities to be good citizens. Pu...pils feel happy and safe in the school.

This comes from their trust in the impeccable behaviour of their peers and the care adults show them. The opportunities to be community leaders or the highly successful 'Eco committee' are treasured. Pupils see these opportunities not as extra work but a chance to live their ambition of making the world a better place.

This means that pupils from the Reception class onwards are motivated to be in school. This is reflected in their exceptionally positive attitudes to learning and their high levels of attendance.

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

The school has an ambitious curriculum.

The school's ambition includes pupils with special educational needs and/or disabilities (SEND). The knowledge has been precisely identified and organised in a logical and methodical way. Pupils benefit from lots of opportunities to practise and refine their learning with well-chosen activities and resources.

Sometimes content is not delivered effectively. As a result, some pupils do not develop their understanding. However, by the end of Year 6, all pupils achieve well.

The school matches and often exceeds the nationally published averages for pupil attainment. Pupils with SEND are swiftly identified and expertly supported.

Pupils love reading.

They adore the library and are enthusiastic about exploring its different stories and types of books. There is a clear programme for teaching pupils to read. This starts from the earliest opportunity in the Reception class.

Adults share the pupils' passion for reading. However, some teaching of letter sounds does not meet the school's expectations. This means some younger pupils could learn their sounds more accurately and swiftly than they do.

The school has not provided effective feedback to these staff to sufficiently develop their skills. However, the teaching of reading for older pupils is highly successful. By the end of Year 6, pupils achieve significantly better than the national published averages.

This includes pupils with any form of disadvantage.

Pupils' conduct in school is exceptionally positive. Respect is not only the school's expectation, it is the norm.

Pupils' manners, language and behaviour in and out of class are of the highest standard. The expectations from staff are clear and consistent. Routines are joyful and followed consistently by all pupils.

The school makes effective reasonable adjustments to support pupils with SEND. From the Reception class upwards, pupils feel safe and are grateful to be part of the school community. Attendance is exemplary.

Very few pupils miss school, and they are eager to attend school each morning.

Pupils have a strong understanding of how to be modern British citizens. Their personal values of tolerance and fairness exceed the standard British values.

They are active in charitable works across the globe. Pupils have a comprehensive curriculum of learning, debate and experiences. This gives pupils an exceptional depth of knowledge about a wide range of topics.

Pupils, including those in the Reception class, can self-regulate their emotions using strategies taught in the curriculum. As a result, they are helped to develop an exceptional level of maturity.

Leaders at all levels are passionate about the school.

Governors are well informed and provide a solid mix of support and challenge. Professional development, particularly for teachers who have recently started teaching, is consistent and timely. However, sometimes the school has not consistently checked on the effectiveness of training in all subjects as stringently as it could have done.

The welfare of all staff is supported effectively, and there is a powerful sense of community across the school. The school plays an active part in supporting parents and carers and the wider community. They collaborate effectively with the local authority and other schools to develop effective practice.

The leaders have shown great determination following the school's previous inspection. They have made significant changes across the school for the betterment of pupils and staff alike.

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 small number of subjects, including early reading, the school has not consistently monitored teaching, and some teachers do not receive feedback on improving their teaching with enough rigour. This creates gaps in teaching quality and hinders some pupils' progress. Leaders should evaluate teaching effectively and provide staff with the necessary guidance to teach the curriculum confidently and effectively.

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