St Wilfrid’s CofE Junior and Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are embraced in the warmth of this school. They know that they are cared for and valued. Pupils said that the school is very respectful and welcoming.

This makes them feel happy and safe.

Around school, pupils' behaviour is calm and sensible. Most pupils concentrate on their lessons and know not to disturb others.

Pupils are keen to learn. In the early years, children are settled and able to stay focused on their learning. Children and pupils follow the school rules by listening carefully and learning to take turns.

They speak kindly and respectfully to each other.

The school has high expectations for pupils' achievement. Many pupils ...reach these expectations and, as a result, are ready for the next stage of their education.

The school makes sure that pupils receive the support they need, academically, socially and emotionally.

Pupils take on various responsibilities with pride. For example, pupils in Year 5 and Year 6 wear a different-coloured jumper to the rest of the school.

This is to make them visible as role models for younger pupils. They live up to their role and set a high standard of behaviour for others.

Pupils appreciate the opportunities to take part in extra-curricular clubs, such as choir and quiz clubs.

They enjoy the visits that they go on as part of their learning to help bring it to life. The school council plays an active role in the school, organising events and acting as a voice for children and pupils.

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

The school has carefully designed an interesting and ambitious curriculum.

Most pupils learn well from the curriculum. This includes those with special educational needs and/or disabilities (SEND).

The curriculum is structured in a well-thought-out order.

Pupils' learning is broken down into small sections that the school has identified as important knowledge. The school checks that pupils understand what they have learned. It uses this information to make sure that pupils have the essential knowledge needed to learn from the curriculum.

Where appropriate, the school adapts learning so that pupils do not have gaps in their knowledge.

The school makes sure that pupils with SEND are identified early and receive the support that they need in a timely manner. Where appropriate, pupils with SEND have specialist resources to help them with their learning.

The school is careful to ensure that pupils with SEND access the full curriculum.

The school places high priority on children and pupils learning to read. From the Nursery Class, children practise hearing sounds and developing their listening skills.

This means that when they start learning phonics from the outset in Reception Year, they can hear and identify individual sounds. Children quickly gain the knowledge and skills they need to be able to read confidently and fluently. Phonics is taught consistently across the school.

Pupils benefit from reading books that only contain the sounds that they know. This means that they achieve success at an early stage of their reading. Pupils who are not keeping up with the pace of the phonics programme are quickly identified.

The school then makes sure that these pupils receive extra support.

Pupils regularly visit the well-stocked school library. Parents and carers appreciate the trolleys placed outside containing books to borrow.

The school makes sure that pupils read regularly. However, some older pupils do not read the wide range of books that the school intends. This means that some older pupils do not have a broad knowledge of different books and authors.

Pupils place a high value on acceptance and tolerance. They understand what it means to celebrate differences between themselves and others. Pupils told inspectors that everyone in their school are friends.

Pupils learn about social and moral issues through regular philosophy lessons. They spoke confidently and articulately about a range of issues. This helps pupils to prepare for life in modern Britain.

The school has systems in place to identify and support pupils who do not attend regularly enough. However, these systems are fragmented and there are still some pupils who do not have good attendance. This means that they miss out on valuable learning.

The school, including governors, has successfully addressed the points raised during its last inspection. This has been done while considering and prioritising staff workload. It has allocated specific time to developing subject leadership.

Staff are extremely positive about the school. They appreciate the consideration given to their well-being, through initiatives such as counselling, should they require it.

Parents are regularly updated about their child's learning, for example through online platforms and termly reports.

Parents said that the school works closely with them to develop positive relationships and to support their children.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Too many pupils do not attend school regularly enough.

These pupils miss out on important learning. The school should improve systems to work with parents so that pupils' attendance increases, and they access the full curriculum offer. ? The school does not have a clear overview of how widely some older pupils read.

It has not identified that some pupils do not read from the wide range of books and authors that it intends. This means that these pupils do not develop a broad knowledge of books and authors. The school should ensure that older pupils read the breadth of books that the school intends.

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