St Hugh’s Catholic Primary, A Voluntary Academy

Highlights from Latest Inspection

What is it like to attend this school?

The school has established high expectations for everyone. There is a clear ambition that all pupils will leave the school with the academic skills they need to succeed. The school also takes great care to ensure that pupils become well-rounded members of their own communities and the world beyond.

They are guided to 'live, love and learn' in ways which reflect the school's ethos. Pupils live out the school's expectations for them. They work hard, achieve well and treat others as they would wish to be treated.

Pupils are excellent ambassadors for the school. They are polite and kind. They behave well and support each other in their work and play.

They take th...eir responsibilities seriously. They develop confidence and pride in all they do. For example, the youngest pupils in school perform the Christmas nativity with aplomb.

They delivered their lines, and sang and danced with obvious enjoyment in front of their families and friends.

Staff care for pupils exceptionally well. Pupils speak fondly of the adults in school who help them.

Parents and carers place a great deal of value on the school's work to support and educate their children. Pupils flourish in the school's safe and happy environment.

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

The curriculum is broad and ambitious.

It has been crafted with care. Key knowledge is identified and mapped out from the Reception Year to Year 6. For example, in mathematics, children in the early years develop a secure understanding of number.

This helps them in later years to tackle more complex mathematical concepts such as factors and fractions. Leaders continue to monitor the curriculum. They make further refinements when necessary to ensure that it is equipping pupils well for the next stage in their education.

Staff have secure subject knowledge. Typically, they present new subject matter clearly. Every opportunity is taken to develop pupils' language skills.

Key vocabulary for each subject is identified. Staff model this subject-specific language and pupils are expected to use it in their work. They do this well.

In science, Year 2 pupils referred to 'evergreen' and 'deciduous' to discuss how leaves change over the year. At story time, staff made sure that children in the early years understood the meaning of 'hurled' and 'delighted' as they read the story of 'Stuck'. The school has systems in place to check what pupils can and cannot remember.

Many staff use this information effectively to identify and address any emerging knowledge gaps and misconceptions that pupils develop. However, there are occasions when staff do not spot pupils who are not ready to move on to new learning. Those pupils, therefore, do not get the help they need to learn as well as they could.

Reading is prioritised across the school. There is a consistent approach to the teaching of early reading. Pupils acquire the sounds they need to know to read successfully.

Pupils who struggle to keep up as they learn to read are given the help they need. The books that pupils read are matched to the sounds they know. Pupils are positive about reading.

Younger pupils name 'The Three Little Pigs' and 'Giraffes Can't Dance' as their favourite books. Across the school, pupils enjoy the high-quality texts which their teachers read to them. They laugh at the humour and express their disappointment when the chapter ends on a cliffhanger.

Pupils with special educational needs and/or disabilities (SEND) are identified without delay. The school is ambitious that these pupils will learn the same curriculum content as their peers. Their progress through the curriculum is closely monitored.

Recently, staff have received training to further develop their skills to adapt the curriculum for pupils with SEND. This work is not fully embedded across the school. There are still occasions when staff do not do this skilfully enough and pupils with SEND do not consistently get the help they need to learn the intended curriculum.

Pupils' personal development is well considered. Pupils have plenty of opportunities to broaden their horizons. The arts are promoted through music and drama.

They show their care for others by fundraising for local, national and international charities. This includes a link with schools in Nigeria. Pupils can participate in a range of sporting activities.

They learn to take responsibility for their actions, how to make good choices and reflect on their mistakes. This makes a considerable contribution to the school's sense of calm and order which is evident at every point in the school day. Pupils like coming to school and attend regularly.

Governors are knowledgeable about the school. They use their experience well to challenge and support leaders. The trust also provides effective support for the school.

Their external view contributes to assurances that leaders are making the right decisions in the best interests of pupils. Leaders consider the workload and well-being of staff, who unanimously agree that they are proud to work at this welcoming school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The teaching strategies used to support pupils with SEND are not fully embedded. This impacts pupils' ability to successfully learn the intended curriculum. The school should ensure that staff effectively adapt their teaching so that these pupils learn as well as they can.

• Sometimes, the strategies that staff use to check pupils' understanding of the intended learning are not fully effective. In those instances, pupils' misconceptions or knowledge gaps are not spotted and addressed. The school should ensure that staff routinely assure themselves that pupils have secured the foundational knowledge they need before moving on to new learning.