Wareham St Mary Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Everyone is proud to be a part of Wareham St Mary's School.

The Christian vision and values are threaded through school life. Developing pupils' characters is a key aim of leaders.

Staff are ambitious for every child.

They want all pupils to reach their potential and offer a wealth of opportunities for each child to succeed.

All members of the school share a firm understanding of the high expectations for behaviour. Pupils and staff talk clearly about the use of the school's behaviour system.

There is rarely any low-level disruption and pupils say that teachers deal swiftly with this if it should happen.

There is a positive and cari...ng culture within the school. Everyone treats one another with respect.

Pupils say there is no bullying at the school. They can talk about difference. One child said, 'it doesn't matter what's on the outside, it matters what's on the inside'.

Parents are overwhelmingly supportive of the school. Many describe it as a place where pupils 'flourish' and 'thrive'. They appreciate the care and nurture staff give to pupils.

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

Leaders have designed an ambitious curriculum. It has been deliberately built so that pupils experience a wide range of cultures, artists and remarkable people of different genders and orientations. This is so they can understand and appreciate people and other influences that shape their local and global world.

The curriculum is well sequenced. Knowledge is broken down in each subject. This helps teachers to be clear about what pupils need to learn and when.

In early reading, teachers use the curriculum plans to ensure pupils secure their knowledge of sounds over time. As a result, they are able to segment and blend unknown words when reading. They read books that match the sounds they are learning.

Teachers identify accurately any gaps in pupils' phonic knowledge and put support in to make sure they catch up quickly.

The teaching of mathematics, including in the early years, ensures that pupils build understanding over time. They are able to use their prior knowledge to ask questions, reason and solve problems.

Pupils' mathematical vocabulary is developed through careful questioning and adults using important terms. As a result, pupils are able to discuss their mathematical thinking clearly, using specific words.

Leaders foster a love of reading for pupils.

Teachers read frequently to pupils. They can talk about a wide range of books they have enjoyed reading. Younger children enjoy taking home books they have listened to in the classroom.

Pupils, including those with special educational needs and/or disabilities (SEND), have their needs well met. Leaders use clear processes to identify these pupils' needs. They support teachers to adapt the curriculum, which means all pupils learn well.

Leaders provide pupils with a wealth of opportunities and experiences for personal growth. All pupils enjoy the opportunity to learn in the forest school. Right from the early years, pupils learn to take responsibility and build independence.

The curriculum offer is enriched by a variety of popular clubs. Pupils understand equality and are supported to understand life in modern Britain. Older pupils say they appreciate the work staff do to help them prepare for high school.

Governors and the trust know the school well and provide effective challenge and support. They receive accurate information from leaders which helps them to understand what is going well and what needs to improve.

Staff are positive about leaders' support for them.

They appreciate the opportunities for professional development and leaders' pastoral care. Staff morale at the school is high.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure there is a culture of safeguarding pupils. They know their pupils and families well. They build positive relationships and enable information to be shared appropriately.

Leaders work well with external agencies to get help and support for pupils when they need it.

Staff receive a rigorous induction when starting at the school. Regular training ensures that they know what signs of abuse to be vigilant for and how to log any concerns.

Pupils learn about risk and how to keep themselves safe. Leaders ensure that pupils are knowledgeable about specific local risks and shape the curriculum and pupils' experiences to give them opportunities to learn about these too.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have implemented the curriculum.

However, this is not always delivered as leaders intend. In some subjects, including phonics, there is too much variety in the way pupils experience the curriculum and this reduces learning at times. Leaders must ensure teaching strategies are consistent across subjects and year groups.

• Although subject leaders have sequenced the knowledge they want pupils to learn in each subject, they do not know how well this is being delivered. As a result, they cannot be confident that pupils are making the progress they intend. Senior leaders need to develop subject leaders' ability to accurately monitor and evaluate their subjects so that they can secure high-quality implementation across the curriculum.

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