St Winefride’s RC Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending St Winefride's and behave well.

They are safe here and appreciate the caring and supportive environment. Pupils know that staff will swiftly resolve any worries they may have. All pupils are fully included in the life of the school, including those with special educational needs and/or disabilities (SEND).

Leaders have designed a broad and ambitious curriculum. Staff have high expectations. As a result, pupils work hard and build a depth of knowledge in most subjects over time.

The school encourages each pupil to develop a wide variety of interests. Pupils appreciate the range of activities available to them, including mindfulness, a cl...imbing wall, crochet and yoga. Many pupils take part in the 'Commonwealth Youth Choir', performing for members of the Royal Family.

All pupils attend a range of educational visits, such as to local art museums. Visits to different places of worship and regular multicultural days encourage pupils to celebrate other religions and cultures.

Pupils support the well-being of others both in and beyond the school community, including raising money for charity and organising an annual 'reverse advent calendar'.

The school council members, as well as pupil teams who represent different subjects, work with leaders to ensure pupils' views contribute to the life of the school.

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

The ambitious curriculum matches the scope of what is expected nationally. Leaders have identified the knowledge that they want pupils to learn, from the early years onwards.

The curriculum is well sequenced to encourage pupils to build their knowledge over time. For example, in geography, children in early years learn about their local area and explore seasonal changes. By the end of key stage 1, pupils know the countries of the United Kingdom and the surrounding seas.

Older pupils build on this knowledge when making comparisons between the physical and human geographical features of locations in Europe and South America.

Teachers present information clearly and routinely check pupils' understanding. This allows them to identify any misconceptions and ensure these are addressed.

Subject leaders are being empowered to review the quality of the taught curriculum. However, in a few subjects, the activities that pupils complete do not consistently meet the ambition of the planned curriculum. In these instances, pupils do not learn the most important ideas.

This means they are less well prepared to tackle more complex subject content later on.

From the time children first join the Nursery, reading is prioritised, and a love of reading is encouraged. For example, authors visit the school and pupils watch theatre productions of books they have studied.

Older children work with a local school to write reviews of the books they have read. Staff receive regular training in the agreed phonics programme. Pupils practise reading using texts that are typically well matched to the sounds they know.

Staff intervene swiftly when pupils need extra help. As a result, pupils develop their reading confidence, accuracy and fluency.

Pupils with SEND are swiftly identified.

Support starts at the earliest opportunity and is closely matched to pupils' needs. Staff receive the information and training they need to build strong relationships. As a result, pupils are well supported to access the same ambitious curriculum as their peers, wherever possible.

Staff have the highest expectations for pupils' behaviour. The recently updated policy ensures that all staff and pupils have a shared understanding of what is expected. From the early years, staff consistently build effective classroom routines and model how to treat others with respect.

As a result, pupils typically behave well in lessons and when walking around the school site. Attendance is a real strength. This is because leaders intervene immediately when a pupil's attendance begins to fall, ensuring that tailored support is put in place.

The school has given careful thought to pupils' broader development. The personal, social, health and economic education curriculum is designed to help pupils learn about staying mentally and physically healthy. A number of external speakers and assemblies add to these key messages.

For example, pupils receive visits from the police, who speak about knife crime and how to stay safe outside of school.

Staff are proud to work here. They feel that leaders consider their workload and that their voices are heard.

Parents appreciate the school's strong communication and the high levels of support offered. Knowledgeable governors and trustees provide effective challenge and support to leaders.

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, and in early years, the tasks and activities pupils are given do not consistently match the ambition of the planned curriculum. In these instances, pupils' knowledge and skills are not as secure as in other areas. The school needs to ensure the activities provided to pupils consistently reflect the intended ambition of the planned curriculum.