Christ Church CofE (C) Primary School

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About Christ Church CofE (C) Primary School

Name Christ Church CofE (C) Primary School
Ofsted Inspections
Head Teacher Mrs Julie Pilmore
Address Christ Church Lane, Lichfield, WS13 8AY
Phone Number 01543227210
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 418
Local Authority Staffordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils attend this warm and welcoming school eagerly because they know staff care deeply for them and put their needs and interests first. Pupils say: 'It feels like a second home. Teachers and children are really kind and caring.'

Pupils feel safe and happy in school because of this deeply nurturing environment. It is impressive.

Pupils' behaviour is exemplary at all points of the school day.

They understand the school's Christian values of care, respect, responsibility, risk taking, resilience, relationships, resourceful and being reflective. Pupils evidence these values in all they do. They understand that they are not just values for school but are value...s for life.

Local shops reward pupils with 'value tokens' when they see them demonstrating these in the local community.

The school has high ambitions for all pupils, including those with special educational needs and/or disabilities (SEND). In most subjects, particularly the core subjects, this ambition is realised very well.

The school provides lots of activities for pupils to enjoy, such as table football, trim trails, an all-weather court to play games on and table tennis. The reading bus is a quiet place for pupils who prefer a calmer breaktime and like to sit and read.

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

Pupils get off to a good start with reading and achieve very well.

The vast majority keep up well with the school's phonics programme. Books are carefully matched to the sounds pupils learn and help pupils to gain confidence and to read with fluency. A small number of pupils need extra support.

Skilful identification of gaps in learning, followed by intensive, targeted support, helps them to catch up quickly. Language and communication are a high priority in Reception. The school's actions to promote a love of reading are wide and varied.

The school is flooded with high-quality texts that pupils can access with ease. Pupils benefit from a variety of different author visits. Authors from different backgrounds and from different times in history are celebrated in school.

Pupils relish the opportunity to choose a book from the vending machine. They earn this privilege for demonstrating the love of reading that the school promotes so well. These all inspire pupils to read widely and regularly.

This also supports them to write well.

Pupils also achieve particularly well in writing and mathematics. Pupils remember number facts securely to help them solve more complex problems in mathematics.

This starts in the early years. There are many opportunities for children to investigate numbers and number patterns through carefully chosen resources. Pupils' impressive skills in reading, writing and mathematics ensure they are ready for their next stage of education.

However, in some subjects, the school has not identified precisely enough how the knowledge pupils learn builds progressively over time. Clear links between learning are not precise enough to enable pupils to achieve the same high standard as they do in reading, writing and mathematics.

Pupils with SEND are identified quickly.

The school supports these pupils in a variety of ways to ensure their needs are met effectively. This enables them to access the same curriculum as their peers. They achieve well because of this.

Leaders provide an exceptional personal development offer for all pupils. They learn not to discriminate against others, such as by race, religion or gender. They have a very deep understanding of tolerance and respect.

Pupils have many opportunities to speak to a variety of audiences. This includes giving presentations to the governing body and leading worship assemblies. These experiences help them develop into confident and articulate speakers.

Pupils have a secure understanding of how to keep safe. This includes when online or when in the real world. The school encourages pupils to think about others who are not as fortunate as themselves.

For example, pupils collect food donations for the local food bank. The wide variety of clubs, trips and residential stays enhance pupils' enjoyment outside of the classroom.

The school is held in high regard by parents.

They recognise and value the high-quality education, care, support and guidance the pupils receive. Staff feel supported by the school and value the efforts to support their workload and well-being. Governors have a secure understanding of what the school does well.

All work well together in the best interest of the pupils. It is a harmonious place to be.


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 foundation subjects, the school has not identified precisely enough how knowledge builds over time. This means that, in these subjects, pupils do not build up their knowledge as well as they might. Leaders should ensure that the curriculum is coherently planned and sequenced in all subjects so that pupils successfully build their knowledge cumulatively over time.

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