St. Bernadette’s Catholic Primary Voluntary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Kindness, care and Catholic values are at the heart of St.

Bernadette's Catholic Primary Voluntary Academy. Children get off to a strong start in the early years. Across the school, staff build warm and supportive relationships with the pupils in their care.

Pupils feel safe and are well cared for. Clear expectations mean pupils behave well in classrooms and around the school.

Pupils enjoy coming to school to learn.

Leaders and staff want pupils to do well. The curriculum prioritises English and mathematics. This focus leads to all pupils, including the disadvantaged, achieving well in reading, writing and mathematics.

In the wider curriculu...m, pupils study a broad range of interesting subjects which are complimented by a wide range of after-school clubs, such as cookery and music.

Pupils build their understanding of Catholic values, in addition to their understanding of other faiths and cultures, well. Older pupils talk positively of the need to respect and understand the beliefs of others.

Pupils enthusiastically take on leadership roles, such as Chaplaincy Team and Mini Vinnies.

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

Leaders and staff have worked effectively with colleagues from the trust and local authority to develop an ambitious curriculum. Pupils find this new curriculum relevant and enjoyable.

For example, in science, pupils study how exercise makes the heart beat faster. Pupils successfully apply what they have previously learned to new contexts. For example, in art, pupils study artists' work to develop their appreciation of shape, form and colour before designing and making their own pottery.

In some lessons, the exact knowledge that staff want pupils to learn is not clear. This means that teaching tasks are not always adapted well to meet the learning needs of all pupils, including pupils with special educational needs and/or disabilities (SEND). This slows pupils' learning.

The early years curriculum is carefully planned. Children love to learn. They respond well to the expectations of school life.

This helps them make progress across the early years curriculum. They benefit from a strong focus on communication and language. Recent improvements mean the learning areas and activities inside are well thought out.

However, limitations in the outdoor environment, including the space available, mean that children's physical development is not as well catered for as it could be.

The English and mathematics curriculums are implemented effectively, so that pupils perform well in statutory assessments. Reading is taught well and pupils across school, including those with SEND, develop a love of reading.

Phonics is taught effectively from when pupils start in Reception. Staff benefit from effective training, guidance and support. This means that staff skilfully use their strong subject knowledge to help any pupils who fall behind to catch up.

As a result, pupils develop secure phonics knowledge and become confident and fluent readers. Pupils enjoy numerous opportunities to read for pleasure, including regular visits to the school library. They particularly benefit from the 'Snuggle-up with a Book' scheme, where pupils are selected to borrow one of the special books and take-home hot chocolate and biscuits to read before bedtime.

Positive relationships and a culture of care permeate the school. Procedures for identifying pupils' individual needs are thorough. Adults put effective support in place for pupils who need it.

Most pupils respond positively to this support. Pupils know what is expected of them and how they should behave. They are eager to learn and come to school enthusiastically.

Attendance figures across school are improving. Leaders have put effective strategies in place to reduce persistent absence, which is well below average. The school is aware that there is a more to do to support the regular attendance of some disadvantaged pupils.

The provision for pupils' personal development is a strength of the school. The carefully constructed personal, social, health, citizenship and economic education curriculum supports pupils to become confident, independent and resilient. For example, they know the importance of not giving-up when work becomes challenging.

Pupils talk confidently about fundamental British values and have a broad understanding of the protected characteristics. They understand these are important if they are to value and respect others.

The trust provides effective support to the school.

This support has prioritised and accelerated improvements. However, trust and school leaders know there is still more work to do. Staff feel well supported and believe their workload is considered before any new initiatives are introduced.

Parents and carers value the school and its work. A few would welcome more information about their children's learning.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In lessons, curriculum learning intentions are not consistently precise enough. This means that teachers do not always adapt teaching activities to best meet pupils' learning needs. The school should refine its curriculum plans to ensure that the knowledge that pupils need to learn is outlined precisely so teachers can adapt teaching to meet all pupils' learning needs.

• In the early years, the outdoor learning environment is not sufficiently developed. This limits children's physical development. The school should improve the early years outdoor learning environment.