St. Theresa’s RC Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at this school. They play nicely together during breaktimes and lunchtimes. They enjoy being part of their school community and they show respect to each other and adults.

The school holds high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils strive to meet these expectations by living out the school's mission statement to believe, achieve and succeed.

Pupils feel comfortable to report any bullying and unkind behaviour that may occur and they trust adults to address this swiftly.

Pupils' positive behaviour starts in the early years. Children gradually learn to follow instr...uctions, share and take turns. They listen attentively to their teachers.

Older pupils build on this firm foundation. During lessons, pupils are focused on their learning. Classrooms are calm and purposeful.

Most pupils achieve well.

Pupils enjoy their many responsibilities, including acting as 'Caritas' ambassadors and 'Mini Vinnies'. They attend a range of extra-curricular activities, such as sports clubs, gardening club and choir club.

Pupils take an active role in getting involved with charitable and community initiatives.

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

The school has developed an ambitious curriculum for all pupils, including those with SEND. Subject curriculums set out what pupils are expected to learn and the order in which content should be delivered.

Curriculum thinking begins in the early years, where children learn the foundational knowledge that they need to be well prepared for key stage 1. In the main, pupils make good progress through the curriculum.

Typically, the curriculum is delivered well.

However, on occasion, some teachers do not address pupils' errors or misunderstandings swiftly enough nor do they adapt their teaching to remedy these misconceptions. This hinders some pupils from securing the building blocks that they need for learning new content.

The school identifies pupils' additional needs early.

It works in partnership with external professionals to provide effective support for pupils with SEND. This enables these pupils to learn well alongside their classmates.

Since the previous inspection, the school has developed consistency in the delivery of the early reading curriculum.

Through effective training, most teachers demonstrate good subject knowledge and implement the phonics scheme with consistency. Children in the Nursery Year build their knowledge of spoken language through stories and songs. Staff interact well with children during their play, which helps to prepare children for learning phonics in the Reception Year.

Pupils read books that are well matched to the sounds that they have learned. Skilled staff support those pupils who find reading more difficult to catch up quickly. Reading has priority at the school.

Pupils value the wide range of high-quality texts that they read in class or choose from when reading for pleasure.

Pupils behave well. They rarely disturb the learning of their peers.

Pupils understand and follow the school's routines well. The school has developed clear procedures to manage pupils' attendance and punctuality. For example, it works diligently with the local authority to improve attendance and reduce levels of persistent absence.

The school has a clear understanding of the barriers that some families face in attending school. This work means that most pupils attend school and are on time.

The school provides pupils with opportunities for personal development.

Pupils understand a range of important issues, including equality and diversity. They enjoy celebrating the increasingly wide range of cultures represented in the school.Pupils develop empathy for those who are less fortunate than themselves and they readily support global and local charities.

Pupils know how to keep physically and mentally healthy.

Since the time of the previous inspection, new governors have been appointed. They are becoming increasingly effective in their roles.

Governors have supported the school well in addressing areas for improvement from the previous inspection.

The school has successfully addressed the issues raised by staff about workload and well-being. It has focused on strengthening relationships with staff and most staff are appreciative of this and feel valued by the school.

There is a perception by a minority of parents and carers that, sometimes, the school does not respond to concerns that they raise. This can, at times, hamper the positive attempts that the school makes to engage with parents and families.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, some teachers do not address pupils' misunderstandings quickly enough. This hinders some pupils from building the secure knowledge that they need to acquire new learning. The school should ensure that teachers are fully equipped to recognise and address pupils' misconceptions as they occur.

• Some parents have the perception that the school does not address their concerns sufficiently well. Occasionally, some of these parents develop the view that the school does not engage with them in a purposeful manner. The school should work to improve its relationships with parents, to enable them to feel confident in how the school supports their children's education.