St. Paul’s (Slade Green) Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have created a supportive environment where staff and pupils feel welcome and respected. Pupils are safe and enjoy coming to school. Staff take great care to ensure that new pupils settle in well and learn the routines.

Parents and carers value the additional support offered by the school and say they are given the information they need.

The school is highly ambitious for pupils' learning. Leaders have reviewed and improved the curriculum, and pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

The school sets high expectations for pupils' behaviour. Pupils know the rules and, most of the time, they follow ...them. Where behaviour interrupts learning, it is dealt with promptly and fairly.

Pupils are motivated by the good behaviour awards and are proud to achieve them. Older pupils are encouraged to be good role models for younger pupils.

Alongside their academic learning, pupils learn about their rights and what it means to be a good global citizen.

They are taught how to stay safe, including online, in ways that are relevant and timely. Pupils' confidence grows as they move up the school. They know that mistakes are an important part of learning.

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

The school has made significant improvements to the curriculum since the previous inspection. They have established a positive school culture in which staff embrace opportunities for ongoing professional development. Staff support the school's vision to provide a high-quality education for all and work hard to achieve it.

Communication with parents is excellent. Staff know their community well, and parents say staff are friendly and approachable.

Pupils follow a broad and ambitious curriculum, which is well planned and sequenced.

The knowledge and skills that pupils need to learn are clearly set out for most subjects. Changes to the curriculum help pupils to learn and remember more over time. These changes have also had a positive impact on pupils' behaviour.

Typically, pupils are focused in lessons and enjoy their learning. For example, Year 4 pupils talk with great enthusiasm about their learning in English and are keen to share their knowledge of new vocabulary. In a few subjects, curriculum thinking is not as well developed.

Leaders have a clear understanding of where further work is needed to address this.

Most of the time, teachers present information clearly and regularly check pupils' understanding. Assessment systems are in place to check what pupils know and can do.

However, sometimes, teachers move forward through the curriculum before checking that learning is secure. This means that some pupils are not prepared for the next stage of their learning.

The curriculum for early reading and phonics is well established.

Children are introduced to phonics at the start of Reception. Staff are trained in how to deliver the programme effectively. Staff receive ongoing training and support to help them deliver the programme with consistency.

Teachers check pupils' learning regularly, and those pupils who need further help are quickly identified and supported. Parents can attend phonics workshops, which help them to provide the right support at home. Pupils look forward to their daily story time and take inspiration from visiting authors and poets.

In Nursery and Reception, there is a sharp focus on developing children's communication and language skills. This helps to prepare children for their learning in Year 1 and beyond.

Staff identify pupils' additional needs promptly, and there are clear plans in place for their support.

The school has a specially resourced provision for pupils with speech, language and communication needs. These pupils achieve well. In addition, a growing number of pupils with speech, language and communication needs are supported in the mainstream school.

These pupils are helped to develop their confidence. However, a few pupils are not provided with sufficient strategies to communicate their needs effectively.

Leaders, governors and trustees work effectively to promote a shared vision for the school.

Leaders have developed a nurturing environment that prioritises staff well-being. Staff value the steps leaders take to reduce their workload.

Pupils' attendance, while improving, remains a focus for leaders.

Persistent absence remains high for the most vulnerable groups. Leaders have taken a robust approach to attendance and are working closely with families to ensure that pupils are not missing out on their education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, pupils do not have sufficient time to practise and consolidate their learning before moving on. This slows some pupils' progress. The school should ensure that checking is systematic and that staff have the confidence to spend more time on practising where this is needed.

• A few pupils with SEND do not have strategies to communicate their needs. This is because staff are not applying sufficient strategies used to support pupils' learning to enable their wider communication. The school should ensure that staff are trained to use augmented communication strategies so that pupils who are not able to verbalise their needs and thoughts can communicate successfully.