The Good Shepherd Catholic Primary, Arnold

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

The headteacher of this school is Celine Toner. This school is part of Our Lady of Lourdes Catholic Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, James McGeachie, and overseen by a board of trustees, chaired by Nigel Stevenson.

What is it like to attend this school? ...>

Pupils are very happy to belong to and attend The Good Shepherd Primary School. They respond well to the high expectations of the school. Pupils have very positive attitudes towards their learning.

They are keen to engage in their learning and they achieve well.

The school provides a caring environment and an ambitious curriculum. This begins in the early years and continues across all year groups.

The school focuses on the individual needs of all its pupils. Staff know their pupils very well and give them the precise support they need to flourish. This includes pupils with special educational needs and/or disabilities (SEND).

Pupils build their knowledge in well-planned steps as they progress through the school. As one pupil said: 'I like it because you start out with the small things and then move up.'

Whether in class or on the playground, pupils' behaviour is excellent.

Pupils are friendly and confident. They enjoy positive relationships with each other and with adults. Pupils feel safe at school.

They know they can take any concerns to a member of staff.

Parents and carers are supportive of the school. One parent, typical of many, commented: 'The Good Shepherd is a very special place for our children to learn.

The ethos shines through.'

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

In recent years, the school has thought hard about how to make the curriculum work for its pupils. Meticulous attention to detail has led to very clear curriculum planning.

These plans set out the most important knowledge for pupils to learn and the order in which to learn it. As a result, pupils increase their understanding step by step. The building blocks for each subject start in the early years.

For example, adults support Reception children in their 'super skills' area. This develops children's abilities in readiness for physical education (PE) in key stage 1.

Staff use their expert knowledge to choose and design engaging activities that support pupils' learning.

This is evident from the early years onwards. From Nursery to Year 6, pupils are attentive and 'on task' during lessons. The school takes a forensic approach to assessment.

Regular checks on each pupil's learning help ensure that pupils make strong progress. This progress is particularly impressive in reading and writing.

The curriculum is accessible for all pupils, including those with SEND.

Staff know the individual needs of pupils and what works best to help them take part in lessons. Pupils with complex needs receive appropriate and timely specialist help and guidance. This high-quality support begins as soon as children join the school in the early years.

Reading is a priority at this school. The school has ensured that all staff are well trained to deliver the phonics programme. Staff are quick to spot any pupils who struggle to keep up with this programme.

Support is immediate for these pupils. As a result, pupils achieve success in learning to read. Pupils of all ages speak with enthusiasm about reading.

The 'Rock Up and Read' book club is well attended. Children in the early years immerse themselves in sharing stories with adults. Their enthusiasm for 'The Gingerbread Man' is irrepressible.

Older pupils are able to reflect on the wider benefits of reading. As one pupil commented: 'I like spending time with books – it helps you with your life.'

Pupils' enthusiasm for learning extends across the curriculum.

This includes mathematics, where staff encourage pupils to move on as soon as they are ready. Pupils explain that they enjoy the pace and challenge of mathematics. One pupil commented: 'When you've finished, there's always something else to do.'

Another pupil explained: 'I like it when my brain says “Hmm, let me think about that!”'

Pupils want to do well, so they work hard in class and misbehaviour is rare. Attendance is high. Pupils are eager to take on leadership responsibilities.

These range from sports mini leaders to the 'Faith in Action' team. Pupils take part in a wide variety of clubs and activities during and after the school day. These include Irish dancing, dodgeball and the school newspaper club.

The school has a sharp focus on personal development. As a result, pupils are respectful of others and well prepared for life in modern Britain. Pupils can talk with maturity about fundamental British values such as individual liberty.

The improvements at the school have not been at the expense of staff morale and well-being. Staff say that they are very proud to work at the school. Governors, trustees and trust officers provide challenge and support.

There is a strong sense of working together to keep moving the school forward.

Safeguarding

The arrangements for safeguarding are effective.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in October 2014.

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