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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 not be as high if a graded (section 5) inspection were carried out now.
The school's next inspection will be a graded inspection.
What is it like to attend this school?
Staff have high ambitions for every pupil, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). The school works hard to help pupils to be the best they can be.
In a short period of time, new leaders have made many changes that are beginning to make a positive difference.... However, the school recognises there is more to do to ensure that the curriculum in all subjects allows pupils to build up their learning over time.
The school values of achieve, believe and care permeate every aspect of St George's.
Pupils' well-being and care are at the forefront of everything that happens here. The warm and respectful relationships between adults and pupils are a joy to observe.
Children at this school are a delight.
They are courteous, caring and friendly. Pupils' behaviour is excellent. They say that everyone is welcome at their school.
Pupils are confident that all staff would deal with any issues effectively and quickly.
The school places great emphasis on pupils' personal development. Pupils enjoy an extensive range of activities that develop their character and further their interests.
The many activities include leadership roles, visitors, trips, residentials and after-school clubs. Pupils speak with passion about their roles as council leaders and lunchtime supporters.
What does the school do well and what does it need to do better?
The school's curriculum is suitably broad and balanced.
It provides pupils with learning opportunities in a wide range of subjects. The school has carefully considered the knowledge and skills pupils must learn over time in core subjects. In these subjects, this is effective and pupils do well.
However, in some foundation subjects this is not yet the case. Here, the precise knowledge teachers need to teach and pupils need to learn is not as clear. This means learning does not always build on prior knowledge and this hinders pupils to deepen their learning over time.
Teachers have strong subject knowledge. They support the delivery of the school's curriculum well. Some subject leaders lack the expertise to effectively design and monitor the effectiveness of their curriculums.
This means that the school does not always know what is working well and what might need further improvement.
Pupils receive work that is well matched to their needs and abilities. This includes pupils with SEND.
Most teachers quickly spot pupils who are stuck and may need further help. However, at times teachers do not swiftly act on this information and adapt their teaching. This means that sometimes pupils do not get the help they need and move on to new content before they are ready.
Conversely, some pupils' learning is not extended effectively when they are ready to move on. This means that learning slows for some pupils.
Pupils with SEND are well supported.
The school swiftly identifies any pupils who may need extra help. They receive bespoke support at every level. This includes in lessons and through targeted interventions.
All staff know the pupils with SEND and their needs very well. Leaders have ensured that relationships with parents of pupils with SEND are strong and that the support they provide extends to the whole family. As a result, pupils with SEND flourish and do well.
Reading is a priority. The phonics scheme is effective in supporting early readers to increase their reading fluency. Pupils read often and choose from many interesting texts in the library.
Staff quickly spot pupils who may need extra help and provide this. Over time, pupils become fluent readers.
Children in Reception settle in very well.
Staff work skilfully to get to know children and teach them about the expected behaviours and daily routines. Children begin learning about letters and numbers straight away. They enjoy learning and playtime in the stimulating environments.
Children are very well prepared for Year 1.
The school promotes pupils' wider development very well. Pupils have many opportunities to extend their learning beyond the classroom.
They go on trips, walks, excursions and residentials, which they value and enjoy. There are many extra-curricular opportunities that pupils take part in, such as sporting clubs, a choir and many more.
Senior leaders are dedicated to and passionate about their school.
They correctly identify any issues that fall short of their high expectations and address it. All staff are proud to work at the school. They believe that school leaders care about their workload and well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The curriculum in some foundation subjects does not clearly identify the precise knowledge and essentials skills that pupils should know. As a result, pupils are not able to build up their learning over time.
The school should ensure that knowledge and skills pupils are expected to know are clear to all staff. ? Some subject leaders do not have the expertise needed to effectively monitor their subject areas. This means that information about the impact of the curriculum on pupils' learning is not as clear as it could be.
The school should ensure that all staff have the expertise and knowledge needed to fulfil their roles. ? Some teachers do not effectively adapt their teaching to support pupils who need extra help or those who are ready to move on to new learning. This means that teachers sometimes move pupils on to new content before they are ready or do not extend the learning of others.
This slows pupils' learning. The school should ensure that all staff have the expertise to support pupils' learning effectively.
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 January 2014.
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