St Mary and St Margaret’s Church of England Aided Primary School

Highlights from Latest Inspection

Outcome

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?

Parents and pupils are full of praise for this caring and friendly school. Pupils enjoy learning and the additional opportunities the school provides.

Parents appreciate the approachability of staff and say they go 'above and beyond'. Pupils are safe and well cared for.

The five school values and school motto..., 'To be the best I can be', underpin the school's ambition for pupils.

Staff work hard to ensure that all pupils achieve well. Outcomes at the end of key stage 2 have risen impressively, particularly in mathematics. However, pupils in key stage 1 do not yet achieve as well, particularly in English.

Pupils like school and attend regularly. They behave well in lessons and at breaktimes. They know that staff will sort out any problems quickly and fairly.

Pupils understand and know the importance of treating others equally and with respect, as this is developed from the early years.

Pupils enjoy the educational visits and school events which extend their learning. Key stage 2 pupils learn Latin and to play a musical instrument.

Pupils take part in school productions and represent the school at sport and choir events in the local community. Many activities help build pupils' confidence beyond the classroom.

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

The school has designed an exciting and well-sequenced curriculum from the early years to Year 6.

Staff have identified the precise knowledge and subject vocabulary they want pupils to know and remember in different subjects. Teachers recap on prior learning at the start of most lessons. This refreshes pupils' memories before they move on to new learning.

Staff check pupils' understanding and address any misconceptions that arise during lessons and at the end of each unit.

The school is committed to ensuring that pupils read widely and often and gain a love of reading. It has invested heavily in high-quality reading texts and a new phonics programme.

Children learn early letters and sounds as soon as they join the early years. They build on this through daily teaching in key stage 1. Reading books match the sounds pupils learn.

Staff identify pupils who are falling behind and provide additional support. Most pupils acquire the phonic skills needed in early reading. However, some pupils do not receive the right support to help them develop the comprehension and fluency skills needed to be confident and successful readers.

Pupils write for a range of different purposes. They are imaginative and creative in their writing. However, for some lower-attaining pupils, weak spelling and poorly formed handwriting mar the quality and presentation of their written work in some classes.

Mathematics is a strength of the school. Children get off to a good start in the early years by learning about numbers. Teachers use inventive ways to help children recognise, order and understand the value of early numbers.

Teachers make adaptations in lessons to meet the needs of different pupils. Pupils have positive attitudes to mathematics. Most can talk confidently about the content and strategies used as they regularly explain their thinking during lessons.

The school identifies pupils with special educational needs and/or disabilities (SEND) early and accurately. Staff work with external agencies to provide the specialist support individual pupils need. Pupils access the same curriculum as their peers.

They receive additional adult help to ensure they achieve well, and many do, especially at the end of key stage 2. However, the school does not ensure that intervention support has the intended impact.

Pupils are respectful and behave well.

Staff recognise and reward pupils' efforts and good behaviour, for example with class 'DoJo' points. Systems in place are followed consistently. These promote calm and orderly behaviour and ensure that learning is seldom disrupted.

To supplement pupils' educational and personal development, the school provides many extras. Pupils are encouraged to play an active part in school life, for example as librarians and worship leaders. They have a good understanding of fundamental British values, which prepares them well for life in modern Britain.

Mental health is a key priority in the school. The local mental health support team provides strong support where needed. Pupils receive age-appropriate information to understand and develop healthy relationships through the relationships, sex and health education curriculum.

Staff feel valued and are proud to work at the school. They appreciate reductions to their workload and the support they receive from leaders.

Governors are well informed about the school and fulfil their statutory duties.

They provide effective challenge and support for the school's leadership.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils with the lowest attainment in reading do not catch up quickly enough.

This affects their progress in other subjects as they move through the school. The school should ensure that these pupils receive the right support to help them develop the skills needed to become confident and fluent readers. ? In some year groups, too many pupils lack a secure grasp of spelling strategies and cursive handwriting.

This affects the quality and presentation of their writing in English and other subjects. The school should ensure that strategies in place are embedded and evaluated so that pupils are enabled to catch up quickly and all pupils attain well in writing. ? The school does not monitor the impact of the different intervention programmes in place sharply enough.

As a result, the school does not identify when pupils do not catch up as quickly as they should and are out of the classroom too much. The school should evaluate how well intervention programmes meet the needs of pupils attending and make adjustments where necessary.

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 a section 8 inspection. However, if we find some 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 March 2013.

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