Westhead Lathom St James’ Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are exceptionally well cared for at this small, friendly school. They are happy and proud to be part of this very special community.

Pupils flourish in the supportive environment that the school provides. They relish both the academic and social opportunities that they experience as part of this welcoming school.

Pupils develop a thirst for knowledge during their time at the school.

They rise to the very high expectations the school has for their behaviour and academic success. Pupils are extremely well supported to become committed and curious learners. They are articulate when expressing their thoughts and ideas.

Pupils work hard and achieve... highly.

There is a culture of respect and tolerance across the school. Relationships are remarkably positive.

Pupils and staff display great consideration and politeness towards others.

Pupils speak with pride about representing the school, such as at recent dodgeball and bench ball events. They are keen to share how they benefit from the vast array of trips and residentials on offer.

For example, by taking part in canoeing, climbing, visits to London and local landmarks, pupils gain a wealth of experiences that broaden their horizons. These opportunities help pupils to develop into well-rounded confident citizens.

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

Despite its many noteworthy strengths, this school is not complacent.

It ensures that each curriculum subject has equal importance in pupils' learning. Staff are clear about what pupils will learn, from the moment they start in the Nursery Year, through to the end of Year 6. The school has identified meticulously the key knowledge that pupils should know in each subject.

The school gives careful consideration to the order in which this knowledge should be taught. This supports the learning of pupils in the mixed-age classes. Equality of opportunity is at the heart of this school, and, as such, pupils with special educational needs and/or disabilities (SEND) embrace the same excellent curriculum as their peers.

Staff identify any barriers to pupils' learning quickly. This starts in the early years, where children with SEND are supported to learn alongside their classmates. Staff are highly skilled in adapting the delivery of the curriculum for pupils.

Pupils who need extra help benefit from well-tailored support programmes.

The school places the highest priority on ensuring that pupils learn to read with fluency and accuracy. In the Nursery Year, children get off to a flying start.

Staff extend children's vocabulary skilfully. They develop their early language skills to great effect. In the Reception Year and key stage 1, staff are experts in enabling pupils to learn new sounds.

Pupils who struggle to read benefit from well-matched additional support.

Pupils talk with passion and confidence about their reading. They particularly enjoy sharing books at the 'library café' and with 'masked readers' who visit their school.

Older pupils are proud to earn 'fantastic book awards' for reading widely and often.

Across the rest of the curriculum, staff have considerable subject expertise. They embrace ongoing professional development.

The care and diligence that staff place on designing learning enables pupils to develop the security of subject knowledge that they require to excel. Teachers carefully probe pupils' understanding of the topics that they have studied. Nothing is left to chance.

They are quick to address any misconceptions that pupils may have.

Pupils' behaviour is exemplary. They are polite, courteous, and well mannered.

Children in the early years demonstrate admirable resilience when they find tasks more difficult. They are absorbed in their learning.

A small number of pupils do not attend school as regularly as they should.

The school works closely with parents and carers, and, where necessary, external agencies to support these pupils to attend school more regularly.

Pupils discuss and consider topical issues with deep understanding and empathy. They have an impressive understanding of equality.

Pupils respect the differences between themselves and others fully. They take great pride in their use of signing to sing and communicate together.

Pupil parliamentarians and school councillors debate and consider issues such as dog fouling close to the school grounds.

They share their thoughts and views maturely regarding the proposed closure of the local swimming baths. Older pupils plan and lead playground activities for their peers. They also provide a 'worry club.'

Pupils are taught to support each other to look after their mental health.

Staff are overwhelmingly positive about the support that they receive from the school. This includes the consideration given to managing their workload and well-being.

Governors are committed to the success of every pupil. They check on the school's work robustly to achieve this aim.

Safeguarding

The arrangements for safeguarding are effective.