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Pupils at St Werburgh's thoroughly enjoy school and learning. They can all recite the school's motto of 'love to learn, love God, love one another'.
They believe it is important and say love is the 'beating heart' of the school.
Leaders and staff want the very best for all pupils, including those with special educational needs and/or disabilities (SEND). Relationships are strong across the whole school community.
Parents are extremely supportive of the school. One parent's comment was typical of many when they said, 'this is a happy and welcoming school where parents are treated as part of the family'.
Pupils get on well with one another.
Th...ey know the school rules and think they are fair. They have confidence that adults and the pupil 'well-being champions' will help them if they have any problems including with friendships.
The school provides a variety of experiences for pupils to develop their talents and interests.
This is particularly the case with regard to sports and the creative arts. Pupils are particularly proud to become school, eco and sports councillors or head boy and head girl. Pupils work hard to earn these responsibilities.
What does the school do well and what does it need to do better?
Pupils follow an ambitious curriculum. This begins in Reception and prepares children well for key stage 1. Pupils enjoy their learning and study a broad range of subjects.
Leaders plan visits to local areas of interest to support and enhance the curriculum.
The school has identified the important knowledge that pupils need to learn. The curriculum is then organised in a way that supports pupils to build their understanding over time.
Staff regularly revisit topics and plan activities to help pupils remember previous learning. This helps pupils to build well on what they know already. Subject leaders know their subjects well.
They have carried out a range of activities to check on the quality of their curriculum. However, in some subjects, subject leaders have not had a chance to act on what they have found as part of these checks improve pupils' learning further.
Children in the early years learn well.
Adults model how to speak in full sentences. This contributes positively to children's language development and their ability to share their ideas. Children are prepared well for their next steps in key stage 1.
The school gives reading a high priority. Children in Reception get off to a strong start, learning phonics quickly. This continues into key stage 1.
Those pupils in key stage 2 who still need support in learning phonics receive it. Staff's subject knowledge is strong and secure. Staff use assessment well to swiftly spot and offer extra help to pupils who are not keeping up.
Staff accurately match pupils' reading books to their phonics knowledge. This helps pupils to read with increasing fluency and accuracy. The school's librarians and reading champions help to promote a love of reading across the school.
Pupils with SEND are fully included in school life. Their needs are identified early. The school works closely with parents and outside agencies to make sure they receive extra support.
Staff receive useful training and additional advice when needed. However, on occasion pupils with SEND do not receive the exact support they need in lessons. This means that they do not always learn as well as they could.
The school works hard to make sure that all pupils attend school. It works closely with families to make sure those pupils who need to improve their attendance do. In lessons, pupils focus on their learning and work hard because they want to learn.
The atmosphere in classrooms is calm. Pupils get on well together. Playtime behaviour is equally harmonious.
Pupils show respect for one another. They understand their own uniqueness and difference compared to others. They discuss issues involving fundamental British values.
For example, they can talk knowledgably about the slave trade and how this affected individual liberty. In considering this, they understand that racism is still an issue in today's society.
Trustees have an accurate view of the school's strengths and areas for improvement.
They provide appropriate support and challenge to school leaders. Staff value the training and collaboration with colleagues from other trust schools.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The evaluation and monitoring of some subjects are still at an early stage of development. Subject leaders have carried out checks on their subjects but have not had a chance to act on what they have found in order to further improve pupils' learning. The school should ensure that subject leaders receive the support needed to carry out their roles effectively and bring about improvement in these subjects.
• Sometimes learning is not always adapted well enough for pupils with SEND in lessons. Consequently, these pupils do not always learn as well as they could. The school should ensure that support for pupils with SEND is closely matched to their needs to help them to learn consistently well in lessons.
