St Wulstan’s Catholic Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Everyone is proud of the family feel at this school. It cares about every pupil. Leaders want every pupil to be fully involved in school life and to do as well as they can, whatever barriers some may face.

Consequently, pupils achieve well in lessons and in the published assessment results. They enjoy school and are happy.

Pupils behave well in lessons and around school.

They are sociable and get on well with each other, including with those who may be different from them. They fulfil the school's values 'to inspire and serve others'. Many have leadership roles, such as well-being champions, helping children in Reception or as Year 6 sports' champions who som...etimes work with a local sports partnership.

Pupils seek to serve the local community through the delivery of food parcels.

Pupils get to choose the activities they would like the school to put on, for example 'the cat club' for those interested in these animals. They have a wide variety of trips, such as to Manor Adventure.

They feel safe in school and know there is a trusted adult to talk to if they are worried about anything. They can also use the 'safe speak box'.

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

The school has set out an ambitious curriculum, which pupils can access whatever their different starting points.

It is designed in a way that enables pupils to learn knowledge sequentially, building on their prior learning. Leaders have also effectively planned and structured the early years curriculum to ensure a clear progression in learning.

Leaders have given careful consideration to how all pupils can access the core knowledge in each subject.

As pupils are in mixed-age classes, which can change each year due to variable cohort sizes, they have produced 'road maps'. These ensure that by the end of Year 6, all pupils have covered the same key content across the curriculum.

Subject leaders in the wider curriculum have also thought carefully about the content and vocabulary they want pupils to learn.

In most subjects, teachers implement the school's curriculum well. In a small number of subjects, teachers' confidence to deliver the curriculum is not as strong as in others. This leads to some inconsistency in the quality of the provision.

The school checks closely how well pupils are doing. In lessons, targeted questioning helps teachers to find out what pupils know and where there are misconceptions to be addressed.

Reading is a key priority.

Children joining in Reception get off to a rapid start with their phonics programme, which adults deliver consistently well. Those at the early stage of reading have developed the decoding skills they need to become confident and fluent readers. They read books that are well matched to the letters and sounds they know.

The school identifies the needs of pupils who have special educational needs and/or disabilities (SEND) effectively. The good relationship with the main feeder nursery means that early help is already in place for those who need it. Adults working in Reception have a good understanding of children's individual needs so they can ensure they receive appropriate provision and support.

Subject leaders make suitable adaptions to the curriculum, and teachers make sure pupils with SEND can access the learning.

The school has worked tirelessly to improve attendance levels. However, levels of persistent absence remain high.

Pupils have a good understanding of fundamental British values. All encounter democracy, including children in early years who vote on which book to read. The wider curriculum is enhanced through field trips to the local canal or to a local farm to see how food is produced.

Pupils experience orienteering during their residential trip. In a rainforest workshop, they got to meet members of an Amazon tribe via a video link.

Senior leaders and members of the local governing body are very mindful of workload and the welfare of staff.

This was much appreciated by staff spoken to. The school has significantly invested in staff training, including for subject leaders, to build up their knowledge and expertise in many subjects. Members of the local governing body know the school well.

Alongside the trust, they provide a good balance of support and challenge.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Plans for the implementation of some wider curriculum subjects are not as well developed as others.

In some subjects, teachers' subject knowledge is less secure. As a result, the delivery of the curriculum in some subjects is not as effective as it could be. The school should ensure that teachers have the skills they need to teach all curriculum subjects consistently well.

• Persistent absence is high for some families. This leads to loss of learning and gaps in pupils' knowledge. The school should continue its efforts to ensure that all pupils attend school regularly.