St Thomas More Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Thomas More is a school where diversity is celebrated. Pupils learn to value the characteristics that make people different as well as what unites them.

There are warm, positive and respectful relationships between staff and pupils. Pupils feel confident to share any worries they may have with staff. Pupils are well supported in lessons, in which they feel safe to learn from any mistakes they make.

Pupils' behaviour is exemplary. Classrooms are busy and purposeful. Pupils work hard in lessons.

They know the school wants the very best for them and have worked hard to raise standards. Pupils aspire to going to university to train as vets, doctors or teachers....

Pupils receive an exceptional level of care.

The school has a family feel and strong links with the local community. Year 6 pupils delight in welcoming everyone with a warm buttered bagel as they arrive at school. This helps pupils start their day with a smile.

Staff take time to get to know every child and their family well. There is a well-considered programme for pupils' personal development. It ensures that all pupils, including those with special educational needs and/or disabilities (SEND), are fully immersed in the life of the school.

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

The school has made reading a high priority. Well-trained staff follow a consistent approach to teaching phonics. This helps pupils gain the knowledge and skills they need to become confident and fluent readers.

Leaders check pupils' progress in reading at regular intervals. If pupils fall behind in reading, staff provide support. This means pupils catch up quickly.

Pupils enjoy choosing books to read at home from the well-stocked 'reading bus'.

Improving pupils' outcomes in mathematics and writing are priorities for the school. Historically, outcomes in these subjects have been weak.

The curriculums have recently been reviewed and now clearly set out the most important knowledge pupils need to know at different points. Some teachers' knowledge of the revised curriculums is not yet strong enough. In a few lessons, teachers choose activities for pupils that do not help them build on their learning.

To address this, leaders are setting out the content for all lessons as well as what resources must be used. Although this work is in the early stages, pupils are learning the revised curriculum to a high standard.

The curriculum in other subjects is broad and ambitious.

Staff have good subject knowledge. They provide pupils with clear explanations and plan interesting lessons.

The school is a nurturing and inclusive environment.

The provision for pupils with SEND is a strength. Pupils' support plans are precise. Skilled adults help pupils to overcome their individual barriers to learning.

Leaders work closely with outside agencies and parents to provide effective support for pupils with SEND. As a result, most pupils with SEND learn the same curriculum as their peers.

Children in the early years get off to a strong start.

The early years curriculum is well structured. Children begin learning about letters and numbers straight away. They enjoy learning and playtime in the outside spaces.

By the time they move on to Year 1, they are well prepared for the next stage of their education.

The school's provision for pupils' personal development is exceptional. Pupils flourish socially and emotionally.

They gain a strong understanding of equalities and tolerance. Pupils have an age-appropriate knowledge of healthy relationships and diversity. They learn about eating well and maintaining an active lifestyle.

They know how to keep themselves safe, including when they are online. Pupils value the popular after-school sporting clubs. They experience a wide range of trips and have visitors to the school.

Pupils carry out leadership roles, such as prayer leaders and house captains, with pride. Pupils leave the school at the end of Year 6 as responsible, respectful and active citizens.

At all times throughout the school day, pupils' behaviour is excellent.

Pupils are courteous and polite. Respect is important to pupils. It is seen in their relationships with each other and with adults in school.

Pupils recognise that positive behaviour reflects the school's values and ethos. The high pupil attendance reflects how much pupils enjoy being at school.

School leaders, the trust and governors work well as a team.

Together, they keep a close eye on the quality of education and wider provision for the pupils. Staff value the training and networking opportunities offered by the trust. They appreciate leaders' consideration for their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not yet have secure knowledge of the revised mathematics and writing curriculums. Consequently, they do not always plan lessons that help pupils build on their learning.

Leaders should continue their work setting out lesson content and resources that should be used. They should also provide training and support for teachers to improve their knowledge of the curriculum content. This will ensure all teachers plan lessons which help pupils build on their learning and improve their outcomes.

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