St Thomas of Canterbury Catholic Primary School

Highlights from Latest Inspection

Outcome

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

What is it like to attend this school?

Pupils enjoy attending this vibrant and caring school. They benefit from a vast array of activities, which the school organises for them beyond the school day. Pupils spoke enthusiastically about everyone having a chance to perform for others, including in high- profile venues.

They appreciate being able to choose between so many sports and regularly competing within and outside the school at their own level.

The impeccable conduct of pupils and strong attitudes to learning throughout the school begin in the Nursery Year. Children learn to listen intently, ...follow instructions, share with others and discuss in pairs and groups.

Pupils' very positive behaviour is underpinned by their understanding and demonstration of the school's values, including cooperation. Pupils spoke knowledgeably about showing respect for people who are different from themselves.

Pupils benefit from staff knowing them very well as individuals.

They are confident that if they have any worries, there is always an adult in the school who will listen and help.

Pupils, including those with special educational needs and/or disabilities (SEND), understand that staff expect them to work hard and produce work of high quality. They rise to these expectations and achieve well.

They enjoy helping each other and learning from each other.

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

In recent years, the school has improved the curriculum. In all key stages, the curriculum is ambitious for all, including for disadvantaged pupils and those with SEND.

In most subjects, the school has clearly set out what pupils should learn and in which order. However, in some subjects this information lacks detail, with too much being left for individual teachers to decide. This makes it difficult for the school to monitor the impact of its intended curriculum on pupils' achievement.

The lack of detail in some subjects also results in some unnecessary repetition and some gaps in learning as pupils move up the school.

Staff who teach early reading have the knowledge and skills necessary to implement the reading curriculum expertly. In the Nursery Year, children enjoy listening to stories and following words and pictures in books.

Staff make sure that the books that pupils read match their phonics knowledge. They regularly check pupils' learning and use this information to help those who are struggling. By the end of Year 1, almost all pupils read with confidence, accuracy and understanding.

The school has made sure that pupils read for pleasure from a wide variety of texts. Pupils benefit from exciting reading-related activities, including guessing which member of staff is the 'masked reader'. Visitors, including a local rugby league player, tell pupils about their own love of reading.

For some pupils, the early writing curriculum does not develop their fundamental skills sufficiently well. Some pupils, even when they read very well, struggle to write accurately and legibly. In late key stage 1 and early key stage 2, this hinders their written communication in subjects such as geography and history.

Teachers have a comprehensive knowledge of the subjects that they teach. They are infectiously enthusiastic. All staff undertake regular training in how to implement the curriculum.

These opportunities include teaching alongside subject specialists, for example a sports coach. Staff make lessons exciting and enjoyable for pupils. They choose activities which fully match what they expect pupils to learn.

The school quickly identifies the needs of pupils with SEND. It seeks advice from external specialists. Staff give pupils with SEND all the help that they need to follow the same curriculum as their peers and to participate in everything that the school provides.

The school has created a culture of mutual respect. Relationships are very positive. Pupils' behaviour and attitudes enhance their learning.

They listen attentively, work well independently and collaboratively and persevere when they encounter difficulties.

The school provides very well for pupils' wider development. There is a well-devised programme for personal, social and health education.

Pupils learn how to keep themselves safe, including when using the internet and in relation to potential dangers such as grooming and inappropriate touching. The school provides many opportunities for pupils to develop their talents and interests, for example in debating and gardening. Pupils are proud to take on responsibilities such as being trained playleaders and members of the pupils' governing body.

Staff enjoy working at this school and feel proud to do so. They appreciate the efforts that the school makes to ensure their well-being. Staff said that the school considers the impact on their workload when making changes.

The school's governors bring extensive experience to their role. They have had a very positive impact on the school's development.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school's curriculum leaves too much for staff to decide individually. This results in some gaps in learning and some unnecessary repetition as pupils move up the school. It also makes it difficult for the school to review the impact of the intended curriculum on pupils' achievement.

The school should review the curriculum information that it gives to teachers in each subject. This information should be sufficiently detailed to facilitate monitoring and to ensure that pupils can better build on prior learning. ? In key stage 1, some pupils do not learn well enough how to write accurately and legibly.

In late key stage 1 and early key stage 2, this hinders the quality of their written communication in some subjects, such as geography and history. The school should review its approach to developing foundational skills in writing so that pupils communicate consistently well in writing across the curriculum.

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 2020.