St Winifred’s Roman Catholic Primary School, Stockport

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and proud to be part of St Winifred's school community.

Relationships across the school are strong. Pupils told inspectors that adults take the time to listen to them and help them when needed. This makes them feel safe.

Most pupils demonstrate 'God's love in action'. For example, pupils in Year 6 are 'precious friends' to the youngest children. This helps older pupils to understand difference and treat others with kindness and respect.

The school has recently heightened its expectations of pupils' behaviour. The changes to the behaviour policy are at an early stage and are not consistently embedded. In some lessons, pupils listen well and re...spond positively to the teacher.

However, in other lessons there are occasions of low-level disruption, which are left unchallenged by staff. This can prevent some pupils from concentrating on their learning.

Expectations for pupils' academic achievement are not high enough.

In some subjects, pupils do not achieve as well as they could. The school is in the process of reviewing the curriculum and the teaching in these subjects.

The personal development offer in the school is a strength.

Pupils make a positive contribution to their local community. For example, pupils spoke at a town council meeting about climate change.

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

The school has identified that its curriculum is not ambitious for all pupils.

It is reviewing each subject in turn to identify the key knowledge that it wants pupils to learn. In some subjects, the school has thought about the sequence of learning and the small steps that pupils need to take to build their knowledge over time. These recent changes in some subjects including mathematics and physical education, mean that the standard of pupils' work is improving.

However, other subject curriculums are in the early stages of development. Consequently, pupils do not build a rich knowledge in these subjects.

Teachers have appropriate subject knowledge to deliver the curriculum.

This is due to the training that they have received. However, the teaching of the curriculum is variable. Some teachers use effective strategies to help pupils remember their learning.

The same teachers also undertake regular checks to establish pupils' understanding. These ensure that pupils' misconceptions and gaps in key knowledge are identified quickly and addressed. This practice is not reflected in all classrooms.

Consequently, some pupils do not retain the important knowledge that they need and they develop gaps in their learning. This means that these pupils are not well prepared for future learning.

Pupils get off to a strong start with their reading.

Staff are well trained to deliver the phonics programme effectively. Pupils are assessed regularly and any pupils falling behind are identified quickly. These pupils receive the extra support that they need to catch up with their peers.

The school gives pupils reading books that match the sounds that they know. This helps pupils become fluent and confident readers. The teaching of reading in key stage 2 is weaker.

The school has plans to address this, but these have not been introduced.

Reading for pleasure is prioritised. Pupils have access to a well-stocked school library and visit the local library.

The school is keen for pupils to choose books that they want to read and will enjoy.

The curriculum in the early years is not well established. Some staff lack the expertise required to set out purposeful learning activities to support children in their learning.

Not all staff interact with the children in a way that helps them to explore their learning and develop their spoken language. Consequently, some children do not develop the foundational knowledge that they need to be successful in Year 1.

The school has recently strengthened its processes so that pupils with special educational needs and/or disabilities (SEND) are identified early and accurately.

Teachers have received training to ensure that they adapt learning activities appropriately to meet these pupils' additional needs. However, not all pupils with SEND benefit routinely from carefully adapted tasks in lessons. This means that these pupils do not achieve as well as they could.

The school promotes pupils' personal development attentively. This means that pupils are well prepared as active citizens of modern Britain. Pupils understand how to keep themselves safe, including when they are online.

They learn the importance of keeping themselves healthy. Pupils enjoy the wide range of clubs and visits made available to them. Pupils take their leadership responsibilities seriously.

Governors have a clear understanding of the school's mission. They have recognised that they have not provided enough strategic direction or challenge to improve the quality of education that pupils receive. They are determined to rectify this moving forward.

Staff feel well supported and say that leaders are considerate of their well-being. Although staff feel that their workload has increased, they understand this is because the school is on a journey to improve the quality of its provision.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not adapt learning well enough for some pupils with SEND. This means that these pupils are asked to complete learning activities that do not help them gain the knowledge they need to make progress through the curriculum. The school should ensure staff understand how to make suitable adaptations in all subjects for these pupils.

• The curriculum in the early years is not well established nor is it delivered effectively. This means that children do not acquire the vocabulary and foundational knowledge to be successful in their next stages of learning. The school should ensure that staff working in the early years set out appropriate learning opportunities and interact effectively with the children to support their learning.

• In some subjects, teachers do not check pupils' understanding of the curriculum knowledge carefully enough before moving the learning forward. Consequently, some pupils have gaps in their knowledge or develop misconceptions. The school should support teachers to undertake the necessary checks on pupils' learning in order to address any areas of weakness.

• Some staff do not consistently promote the school's high expectations for behaviour. As a result, the behaviour of some pupils can hinder the learning of others. The school should ensure that its behaviour policy is consistently applied by all staff.

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