St White’s Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils have plentiful opportunities to thrive at this ambitious school.

Pupils fully embrace the values of 'challenge, commit, conquer and celebrate'. Parents cite the school as having 'kindness in abundance'. This is demonstrated by its strong pastoral offer.

Pupils feel very well cared for and they are confident to share any worries. This begins in early years where children maturely express their feelings. Pupils know their feelings matter and they are empowered to take responsibility to manage their emotions.

Pupils' behaviour is exemplary. They are very well mannered and equally attentive both in lessons and at social times. Meaningful pupil leadership r...oles such as peer mediators support pupils with their well-being.

Play ambassadors help younger pupils play creatively. Pupils take great pride in their learning. This is reflected in the work they produce.

Pupils live up to the high expectations the school has of them.

The school holds charity work in high regard. Pupils have a strong sense of social and moral purpose.

Pupils can explain how they support the local community. For example, they led a purposeful writing project and sponsored walk to raise money for local hospitals and cancer patients.

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

The school's mission to be 'always learning' forms the basis of the curriculum.

The school provides leaders with ongoing training that has helped them to craft the curriculum to suit the context of the school. The curriculum is ambitious for all pupils. The school has carefully considered the most important knowledge that pupils need to learn at each stage, from early years onwards.

Vocabulary development is front and centre of the school's vision to develop pupils' articulation of knowledge. This is having a positive impact on pupils' achievement.

Reading is integral to the school's curriculum.

Pupils are passionate about reading. For example, pupils initiated a book swap area that has pride of place in the school's foyer. Trained staff deliver the phonics programme well.

Pupils learn to read with books that contain sounds they are confident with. Pupils who need extra help receive timely support. Consequently, pupils become fluent readers quickly.

Typically, staff identify pupils' misconceptions and gaps in knowledge. For example, this is done extremely well in early years. However, this practice is not consistent across the curriculum.

On occasion, teaching strategies are not used well enough to identify and address misconceptions or gaps in learning. Consequently, these are allowed to persist. This hinders some pupils from connecting new ideas to previous learning.

Because of this, they find it difficult to remember their learning long term.

Support for pupils with special educational needs and/or disabilities (SEND) is a strength of the school. Teachers are swift to identify any additional needs.

Training to support these pupils helps teachers to adapt learning well. Because of this, pupils learn the curriculum successfully alongside their peers.Children in early years flourish.

Staff make every minute count. They effectively model new vocabulary. For example, they use language such as 'stable' when building blocks so that children use this in their play.

Teaching activities are carefully designed so that teaching draws out and addresses any misconceptions. For example, staff use resources such as dice to support children's number recognition. They use these opportunities to draw out any misunderstandings.

Because of this, children in early years are exceptionally well prepared for their next stage.

The school has cultivated a purposeful and harmonious learning atmosphere. It has expertly given pupils the freedom to build independence.

For example, pupils decided to reinstate the school disco so they could enjoy more social times together. Pupils have highly positive attitudes and know they can make a difference to their school community. Pupils attend well and make the most of all the school has to offer.

The way the school develops pupils' character is praiseworthy. Pupils debate issues, for example views on different laws, in a very sensitive way. Through the school's 'European languages day', pupils learn about cultures and countries they may not normally come across.

The school offers an extensive array of exciting clubs, including 'glee club' and Christmas sewing. These help pupils to build their talents and interests beyond the norm. Clubs are very well attended, including by those who are disadvantaged.

Pupils pride themselves on being inclusive. For example, pupils decided to learn British Sign Language. Pupils here blossom into confident young people ready for secondary school.

Staff value and recognise the positive impact their curriculum training has had on pupils' education. Governors understand their statutory duties and fulfil their responsibilities well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's assessment strategies beyond early years do not always check that all pupils have learned important concepts. This means some pupils develop gaps in their learning or misconceptions without teachers knowing. The school should ensure that teachers build their expertise further to check that pupils are securing knowledge before moving on, helping them to remember their learning long term.