St Wilfrid’s Catholic Primary School

Highlights from Latest Inspection

Outcome

St Wilfrid's Catholic Primary School continues to be a good school.

What is it like to attend this school?

At St Wilfrid's Catholic Primary School, warm and welcoming relationships permeate throughout the school. Pupils said that their teachers 'truly care' about them.

Parents and carers spoke highly of the care and support that their children receive from staff.

This helps pupils to feel safe in school. They know who to speak to if they have any worries or concerns. Children settle quickly into the early years because of the nurturing environment that leaders and staff have created.

Pupils follow the school rules closely. They behave sensibly in classrooms and on... the playground. Pupils are polite and courteous.

They give new pupils and visitors a warm welcome and a smile. Pupils said that if any bullying occurred, their teachers would stop it happening. Leaders deal with any incidents effectively.

Pupils have many opportunities to take on responsibilities in school. For instance, pupils enjoy being reading ambassadors or 'Mini Vinnie' leaders. They are keen to help out in the school community.

Pupils benefit from a range of extra-curricular activities, such as cricket, art club and choir. All pupils, including those with special educational needs and/or disabilities (SEND), take an active role in school life.

Leaders have high ambitions for pupils.

Pupils work hard to meet these high expectations and achieve well. Pupils are happy and enjoy attending this school. The majority of parents would recommend this school to others.

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

Leaders have given much thought to how they have organised the curriculum for pupils, including in the early years. It is suitably broad and balanced. Leaders have made content choices based on the context and locality of the school.

For example, when learning about castles in history, pupils visit a local castle.

Leaders have made it clear to teachers the important knowledge and skills that pupils should remember. Pupils learn topics in a logical order.

The curriculum in the early years ensures that children are well prepared for learning that will take place in key stage 1.

Staff have benefited from suitable training in a range of subjects. They receive effective support from subject leaders.

This means that staff have the appropriate subject knowledge to design learning that deepens pupils' understanding of concepts. Teachers consider carefully the prior knowledge that pupils need to be successful.

Teachers are starting to revisit important aspects of the curriculum more frequently.

This is to ensure that pupils can recall what they have learned previously. However, in some subjects, teachers do not ensure that pupils have sufficient opportunity to refresh their knowledge of earlier learning. This sometimes slows pupils' learning of subsequent topics.

The curriculum has been organised by leaders to meet the needs of all pupils, including pupils with SEND. Teachers make regular checks to see how well pupils are learning. Leaders are quick to identify any pupils who may need additional support, including those with SEND.

Activities are carefully chosen by staff to help pupils with SEND to learn the curriculum and achieve well.

Leaders make reading a high priority. Staff are well trained to teach reading and phonics.

Children in the Reception Year get off to a flying start in their early reading. Staff are clear about the sounds that pupils should know by the end of each half term. Reading books are carefully matched to the sounds that pupils know.

If pupils fall behind, they receive the support needed to catch up quickly. Leaders promote reading for joy throughout the school. For example, they have invested in a wide variety of texts to enhance the new library.

Pupils have positive attitudes to learning. This begins in the early years, where children play and learn cooperatively. Pupils behave well in lessons.

Any slight disruptions to learning are dealt with quickly by teachers. Pupils respond well to reminders about how they should behave. They show respect to each other and to their teachers.

Leaders ensure that there is an orderly and calm atmosphere throughout the school.

Leaders have ensured that the curriculum provides opportunities to broaden pupils' development. Enrichment experiences, such as learning to play instruments and visits to museums, form part of the curriculum.

Pupils learn about different religions. They understand about the importance of tolerance and respect.

Leaders, including governors, are clear in their ambition for pupils.

They have accurately identified the strengths of the school and what needs to be done to bring further developments. Leaders are considerate of the well-being and workload of staff when making decisions. Staff feel well supported by leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders prioritise safeguarding. They ensure that staff access the necessary training to recognise the risks that pupils may face.

Staff are vigilant in their safeguarding duties. They respond swiftly to any concerns raised about pupils' safety. Leaders are tenacious in their efforts to secure appropriate support for pupils and their families.

Staff teach pupils how to keep themselves safe. For example, pupils learn about how to keep themselves safe when working online, or how to escape a fire.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not revisit key knowledge with enough frequency and afford pupils sufficient opportunity to recall earlier learning.

This means that pupils sometimes do not remember some aspects of the curriculum sufficiently well. Leaders should make sure that teachers revisit essential parts of the curriculum so that pupils embed this essential knowledge into their long-term memory.

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 second ungraded inspection since we judged the school to be good in October 2012.

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