St. Marys CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St. Mary's is a welcoming and inclusive school, where there are caring relationships between staff and pupils. Pupils are happy and feel safe in school.

Leaders have secured a calm learning environment.

Bullying is rare at this school. Pupils have confidence that, if it did happen, staff would resolve it quickly.

Pupils know the trusted adults they can speak to in school if they have a worry, as well as their peers who are 'kindness ambassadors'.

Staff have very high expectations of pupils' behaviour. Pupils behave well and concentrate conscientiously on their learning.

Pupils enjoy lessons and pay close attention in class. The learning envi...ronment in Reception is purposeful and inviting. It is a place where children thrive.

Staff teach children to regulate their emotions and take turns. As a result, children quickly settle into school routines.

Parents are overwhelmingly positive about the school.

They value the opportunity to visit the school on 'Walk in Wednesdays', where they can learn about different areas of the curriculum and see it in action. One comment, typical of many, was: 'There is a culture of positive encouragement in the school and a good environment for children to feel comfortable and thrive in.'

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

Leaders have undertaken considerable work to develop the curriculum.

In most subjects, leaders have made sure that they have identified the most important knowledge that pupils should learn. However, in a very small number of subjects, leaders' curriculum design is at an earlier stage. The key knowledge that pupils should learn is less precise.

In these areas of the curriculum, teachers are still refining the precise knowledge pupils need to learn and how they undertake the assessment of this knowledge. As a result, some pupils do not learn all that they could in these subjects.

Lessons have a consistent structure, so pupils always know what their teachers require of them.

Pupils are keen to offer their ideas and suggestions and respect each other's contributions. Teachers frequently model and explain concepts clearly. Pupils have access to resources to support their thinking.

However, very occasionally, teachers do not set the most appropriate classroom activities that will help pupils learn the most important knowledge. Consequently, pupils are not learning as much as they could.

Leaders have ensured that there is a structured approach to reading across the school.

They have trained staff to deliver the programme well. Daily phonics sessions help children in early years to learn their sounds quickly. They learn to read and spell words confidently and quickly become fluent readers.

Where pupils need extra support in reading, leaders make sure they get additional help to keep up.Pupils enjoy reading and the stories that their teachers read to them. They read regularly at home and in school.

Pupils' well-being and their personal development are supported well through both the taught curriculum and a range of additional opportunities afforded to them. They learn about a range of faiths and show tolerance and respect for people's differences. Leaders have ensured that there is a school-wide focus on the school's values, such as kindness, perseverance, forgiveness and justice.

Pupils can take on responsibilities, such as 'kindness ambassadors', librarians, 'values leaders', or being a member of the school council. Pupils learn the importance of mental well-being. They benefit from accessing a wide range of clubs, and they make good use of these.

Pupils enjoy the trips they attend. Leaders ensure that these support the curriculum, such as visits to Warwick Castle, the Living Rainforest, and a museum to look at early human life. Pupils take part in sporting events, and staff ensure that participation is inclusive.

Staff take great care to meet the needs of pupils with special educational needs and/or disabilities (SEND). Systems to identify, assess and meet the needs of these pupils are clear. Planning for individual pupils is precise.

Leaders check that the provision for all pupils with SEND is effective.

The school is well led and managed. Leaders, including trust leaders, know the school well.

They have brought in lots of positive changes and work closely together to continually strengthen and improve the school. Leaders are determined that all pupils, particularly pupils with SEND or those who are disadvantaged, should be happy and successful in school.

Staff are happy at this school.

They work well as a team and support each other well. Staff appreciate the training that leaders organise for them and the training and developmental opportunities that the multi-academy trust provides for them. Leaders ensure that the workload of teachers is manageable, and they are mindful of the well-being of staff.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well trained and refer all concerns about pupils to leaders. Leaders work tenaciously to provide support for the most vulnerable pupils and ensure that they receive this as quickly as possible.

Leaders work well with other agencies to support families.

Pupils feel safe in school. They learn how to keep themselves safe, including when online.

Leaders ensure that pupils can communicate any worries or concerns that they have to staff, including children who are non-verbal.

Leaders carry out all the necessary pre-employment checks on staff.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is some variation in the implementation of the planned curriculum.

This means there are occasions when teachers do not always choose the most appropriate approach for delivering lesson content or helping pupils to remember and build on the specific knowledge being taught. As a result, pupils' learning is not consistently secured. Leaders must ensure that they provide clear support and guidance to all staff so that the curriculum is implemented consistently well.

• Leaders' curriculum planning in a few subjects is still in development. In these subjects, leaders have not yet clearly identified all the important knowledge pupils need to learn and that teachers therefore need to assess. Leaders should ensure that, once developed, their new curriculum plans are implemented effectively and that teachers assess the precise subject knowledge in the curriculum that they want pupils to remember and use effectively.

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