Warrington St Ann’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Ann's is a place 'where everyone matters'. Pupils are greeted warmly as they arrive at school each morning. They benefit from the support and care of staff who know them well.

If pupils feel anxious, staff strive to help them overcome their worries. The school is a happy, calm and friendly place to be. All are welcome.

New pupils, for example those from overseas, settle quickly and make new friends.

Pupils are proud to be members of their school community. They try hard to follow the school's 'golden rules'.

Around the school, pupils enjoy being recognised for their kindness and ability to care for each other. In lessons, they listen respectfully ...to their teachers and to each other. Most pupils are enthusiastic learners.

They are keen to try their best.

The school has high expectations of pupils' achievement, including that of pupils with special educational needs and/or disabilities (SEND). Many pupils take pride in their work.

They enjoy their learning and achieve well.

Pupils enjoy the clubs that they can attend, such as gymnastics, art and football. Older pupils spoke excitedly about representing the school in a county cricket tournament.

Younger pupils were keen to tell inspectors about their recent trip to a museum to learn more about materials.

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

Since the previous inspection, the school has made significant improvements to the quality of education that pupils receive. They have taken effective steps to ensure that pupils, including those with SEND, benefit from a suitably ambitious curriculum.

A number of pupils join the school at different points in their schooling. Some of these pupils join the school from other countries. Many speak English as an additional language.

Staff give these pupils the help that they need to learn well and overcome the initial challenges that they might face.

Beginning in the early years and including within the provision for two-year-olds, the school has set out the knowledge and skills pupils should acquire. This ensures that the new content that pupils learn builds on what they have learned before.

As a result, pupils achieve increasingly well across a range of subjects. In some subjects, where the curriculums are not as embedded, pupils' knowledge of some aspects of their learning is not as secure. Pupils have had fewer opportunities to build and strengthen their learning in these subjects.

Staff value the training that the school provides across a range of subjects. This helps them to explain new concepts to pupils clearly. Teachers use assessment to check pupils' understanding and address misconceptions within lessons.

In some subjects, however, the school's strategies for checking pupils' understanding do not accurately identify gaps in their learning. As a result, some pupils struggle to make connections between their earlier knowledge and new learning.As soon as pupils join the school, reading is made a top priority.

Staff promote a love of reading at every opportunity. Pupils are immersed in high-quality books. Staff help them to develop a love of reading.

Pupils are keen to earn reading 'jackpot' awards for reading regularly.

In the Nursery class, children begin to learn initial sounds. They are well prepared to embark on their phonics lessons when they move into the Reception class.

Staff give pupils regular opportunities to practise the sounds that they are learning. The books that pupils read are well matched to the sounds that they know. This helps to build their confidence and fluency in reading.

Staff provide timely support for pupils who find reading difficult.

The school identifies pupils with SEND quickly and accurately. These pupils benefit from carefully planned support.

This enables them to follow the same curriculum as their peers. Pupils with SEND are fully involved in school life.

Children in the early years, follow instructions and routines well.

They learn to share and to take turns. Older pupils learn to consider how their actions make others feel. Staff and pupils show mutual respect.

The school works closely with families to identify reasons for the low attendance rates of some pupils. It takes swift and effective action to provide support for these pupils. As a result, rates of attendance are improving.

Staff teach pupils about the importance of healthy minds and bodies. They learn about healthy relationships and different faiths and cultures. The school provides a range of educational visits, including residential trips.

This helps pupils to discover new talents and interests and enables them to learn about the world beyond the school.

Governors know the school well. They make regular checks on the effectiveness of the school's curriculum.

Enthusiastic staff feel valued by governors and the school. They appreciate the school's efforts to consider their well-being and workload when making decisions.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some changes to subject curriculums are not embedded. In these subjects, pupils have had less opportunity to consolidate their knowledge. The school should ensure that these subject curriculums give pupils sufficient opportunity to learn well and remember more.

In some subjects, the school's strategies for checking pupils' learning over time do not accurately identify gaps in their knowledge. As a result, some pupils struggle to make connections between previous and new learning. The school should refine its strategies for checking that pupils' knowledge is secure to enable them to make links in their learning and remember more over time.

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