|Name||St Paul’s CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 February 2020|
|Address||St Paul’s Avenue, Buttershaw, Bradford, West Yorkshire, BD6 1ST|
|Religious Character||Church of England|
|Number of Pupils||203 (45% boys 55% girls)|
|Number of Pupils per Teacher||22.8|
|Percentage Free School Meals||18.2%|
|Percentage English is Not First Language||5.4%|
|Pupils with SEN Support||7.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
St Paul’s CofE Primary School continues to be a good school.
What is it like to attend this school?
Pupils feel safe and are safe in the school. Parents and carers have a very positive view of the school. They rightly believe their children are happy, safe and taught well. Bullying is rare. When it does occur, it is dealt with effectively.
There is an effective curriculum to support pupils’ understanding of the wider world. This means they learn about different faiths and cultures. Tolerance, respect and kindness are values fostered well in the school. This supports pupils’ positive attitudes to the diverse world around them. It also ensures pupils behave in school, as expectations are high. Adults in the school are effective role models and enjoy positive relationships with pupils. Pupils’ attitudes to learning help them to make strong progress in their learning.
Pupils learn about different careers, and the pathways which lead to different career choices. There is strong support for pupils’ emotional well-being. Pupils undertake activities, such as group discussions, which help them to look after themselves. Where pupils have particular needs in this area, the school has bespoke and specialist support in place. This helps these pupils to see school as a safe place where they can make friends and learn.
What does the school do well and what does it need to do better?
Reading at St Paul’s is taught well. It is prioritised from the start of the early years. The teaching of phonics is systematic. Adults in the school are skilled in teaching the phonics programme. They assess the children’s needs accurately and quickly. This helps to identify the extra phonics support needed when there are gaps in the children’s knowledge. When children struggle, the support provided is effective as it is very bespoke to the individual child’s needs. This results in a high proportion of pupils passing the phonics screening check.
Pupils at St Paul’s enjoy reading. Reading is fostered well in various ways to generate a passion for and a love of reading. As such, pupils read a wide range of books fromdifferent authors. They are enthusiastic about their study of particular books. They also get useful guidance on which books to choose from the library. Parents are encouraged to hear their children read regularly. Parents are also invited to come into school to see reading and the books on offer. They are welcome to take books home to develop good reading habits with their children.
In the early years, phonics and reading are reinforced well within the provision. The classrooms indoors and outdoors also support children in their work to develop a strong understanding of mathematics. The activities planned support children in their development across all learning areas. This includes their ability to listen, share, take turns and offer their thoughts with confidence.
The mathematics curriculum is well sequenced. Pupils largely make good progress in mathematics because skills are taught coherently. Pupils regularly practise their skills before applying and then using them. Teachers use a variety of strategies in lessons to check what pupils have and have not understood. Teachers use this information well, mostly, to support pupils in making their next steps. Activities are planned well to meet their needs closely. Teachers’ subject knowledge in mathematics is generally strong. Leaders also have an accurate view of what teachers’ strengths are in mathematics. However, at times, the most able pupils are not challenged well enough. This means that the learning activities for these pupils do not always match their needs.
History is an area that is improving in the school. Leaders have worked well to make sure that a clear, coherent and sequenced curriculum is in place. There is a strong and effective emphasis in the history curriculum around promoting key language and pupils’ recall of key facts. However, at times, the planning of learning in history does not closely meet the needs of the most able pupils. Also, sometimes teachers provide too much support for those pupils who do not need it. This means they do not develop their thinking independently. This can slow their progress. The teachers’ expectations in history are not high enough. In reading and mathematics, pupils are very productive and present work well. This is not always the case in history.
Lower attaining pupils, as well as pupils with special educational needs and/or disabilities (SEND), are well served in mathematics and in history.
The wider curriculum supports pupils beyond their classroom learning. There are regular activities linked to developing pupils’ understanding of the world around them. These are effective activities which engage pupils well.
Staff feel valued. They report that their views are sought and listened to. This means leaders can check how well systems are working and how they can be improved. As a result, staff who made their views known report that leaders have reduced workload by making systems more efficient. They also say that the training they receive is useful and relevant.
The arrangements for safeguarding are effective.Leaders ensure that checks are made on all adults who work in the school, whether staff or volunteers. All staff and governors receive appropriate training. Those who have specific responsibility for safeguarding in school attend extra training. The school works with external agencies to gather specialist advice and support when they need it.
What does the school need to do to improve?
(Information for the school and appropriate authority)
In history, the school has worked effectively to sequence learning so that knowledge and key language are both developed and used well by pupils. However, some teachers give some pupils too much support meaning pupils do not develop their understanding as well, which slows their progress. Leaders must ensure that the teachers provide pupils with more opportunities to learn independently. In the same way, leaders must ensure that the most able pupils are stretched and challenged in their history learning. This also needs to happen in mathematics where teachers do not always provide the most able pupils with the appropriate learning activities. . In reading and mathematics, there are high expectations of pupils’ productivity and presentation of their work. This is not consistently the case in history and leaders should ensure that teachers communicate these high expectations about productivity and presentation.
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 a section 8 inspection of a good or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good, or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.
This is the first section 8 inspection since we judged the school to be good on 18–19 May 2016.