St Thomas More Catholic Primary School

Highlights from Latest Inspection

Outcome

St Thomas More Catholic Primary School continues to be a good school.

What is it like to attend this school?

Leaders at St Thomas More ensure the school's core aims to 'learn, love, play and pray' are at the heart of the school. They guide the curriculum, and staff and pupils reflect on them daily. They also underpin the school's approach to ensuring pupils behave well.

As one pupil explained, 'This school brings out the best in everyone.'

Pupils extend a warm welcome to visitors and enjoy finding out about them.They feel safe, happy and confident.

Pupils say that if they had any concerns or worries, they would share these with staff.

Pupils are enthusia...stic about their learning. Leaders are ambitious that all pupils will achieve well.

This includes pupils with special educational needs/and or disabilities (SEND).

Pupils welcome the opportunity to develop leadership skills and contribute to the school community as St Thomas More ambassadors, sports leaders and playground buddies. They are proud to hold these roles and 'be part of helping the school be even better'.

The school has a family feel and strong links with the local community. Parents and carers are extremely positive about the school. One comment, typical of many, is: 'St Thomas More provides a supportive, nurturing and caring environment for children to learn and grow.'



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

Leaders have constructed a broad and ambitious curriculum that is bespoke and shaped around the school's core aims. They have identified the precise knowledge that pupils will learn and the best order to teach it. Overall, pupils remember what they have learned.

Teachers' subject knowledge is strong. Teachers present information well. They ensure that pupils focus and engage in their learning.

There is a strong focus on oracy. Leaders want their pupils to be able to talk fluently and express ideas with confidence. Teachers encourage group work to enhance these skills.

For example, in geography, they take on group roles as an 'instigator, summariser, builder or challenger'.

Teachers plan and deliver mathematics lessons that develop pupils' fluency, problem-solving and reasoning skills. Pupils discuss mathematics through the 'let's talk maths' sections of the lessons.

Pupils love mathematics at St Thomas More.

There are systems for checking what precise knowledge pupils know. Teachers use assessment information well through the school's feedback and assessment sheets.

They use this information to adapt their teaching. These systems are less well developed in some foundation subjects, and, on occasion, some teachers do not help pupils to address misconceptions or check on learning in their written work as effectively as they could.

Leaders have prioritised reading across the school.

Children enjoy the daily reading for pleasure time and the 'Reading Shed' in the playground. The phonics programme is well sequenced. Sessions are engaging and led by experts who have been well trained.

Teachers ensure that pupils 'keep up'. Reading books are well matched to the sounds pupils have been learning.

Pupils with SEND access the same curriculum as their peers.

Most teachers adapt their teaching to ensure that these pupils make sufficient progress. Teachers know their pupils well, including those with SEND. They use a range of strategies to help pupils enjoy their learning and build their knowledge.

Children in early years study a curriculum that prepares them well for key stage 1. Activities develop independence, and adults work effectively to support children's learning. Staff design tasks that intrigue and engage children.

They help children to gain mathematical knowledge and broaden their vocabulary. Routines are well established and commonly understood. Staff take good care of the children, and they thrive.

Pupils' behaviour is positive at the school. They behave very well in lessons and work hard.They build supportive relationships with staff and each other.

Leaders train staff to model positive behaviours and create a culture of respect.

The curriculum extends beyond the academic. Leaders have a clear vision to enable their pupils to become 'citizens of the future', who will make a positive contribution to the wider world.

One pupil expressed that 'everyone is respectful here'. Pupils benefit from opportunities to understand the world and how to be healthy and safe through the school's 'Healthy Me' weeks. They understand the importance of respecting differences and know that everyone is equal.

They are well prepared for life in modern Britain.

Leaders work effectively with the trust. They work together to develop the curriculum and to ensure that staff access training and support.

The school is well led and managed. Leaders are ambitious, hardworking and well thought of by teachers at the school. They consider their staff's workload and well-being.

Staff feel happy and well supported.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know pupils and their families very well.

They provide strong support to vulnerable pupils. Leaders take their safeguarding responsibilities very seriously. There is a strong culture of safeguarding, and effective systems are in place to keep pupils safe.

Leaders take prompt action in response to any concerns. Staff receive regular and appropriate training. Records are well maintained.

Pupils learn how to keep themselves safe. This includes when they are online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders are aware that some aspects of the curriculum need further refinement, in particular ensuring that all teachers' use of assessment consistently identifies gaps and misconceptions in pupils' knowledge.

There are occasions when some teachers do not check pupils' responses to tasks in books and some misconceptions are not addressed. Leaders need to ensure that teachers use assessment effectively to support pupils to make progress through the curriculum in all subjects.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in March 2018.