St Saviour's is an inspirational school where pupils excel. Pupils' enthusiasm for learning is clear. They are rightly proud of their school and their many achievements.
Leaders and staff expect pupils to achieve highly in all subjects. Pupils tackle demanding work with confidence. They are not fazed if they get stuck or initially find it hard to understand new concepts.
This is because adults are on hand to provide additional guidance and explanations.
Pupils feel safe in school. They told inspectors that bullying hardly ever happens.
They said that staff deal with any unkind behaviour quickly and fairly. Pupils' excellent attitudes enable them to m...ake the most of all that the school has to offer. In lessons, pupils listen attentively to adults and follow instructions without any fuss.
On the playground, pupils play together sensibly and enjoy using the equipment that is available to them. Around school, pupils demonstrate their exemplary manners towards each other and adults. Pupils live up to the high expectations that leaders and staff have of their behaviour and achievements.
What does the school do well and what does it need to do better?
Leaders and governors place no limits on what pupils can achieve. Leaders make sure that teaching is memorable and exciting. They also work successfully to ensure that pupils achieve to the very best of their abilities.
Pupils' education is based on expertly designed plans for each subject. This enables all pupils to achieve highly. They develop the knowledge and understanding they need for the next stage of their education.
The range of opportunities to promote pupils' personal development is impressive. This is particularly the case for pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Leaders plan experiences carefully.
Staff take pupils to museums, theatres and restaurants. These visits complement the rich range of in-school activities. Examples include music tuition, performing in plays and looking after the school's pets.
Pupils have many opportunities to get involved in the local community. Leaders have forged strong links with local churches, sports groups and cultural groups to support this work.
The development of early reading skills is a high priority for teachers in the early years and Years 1 and 2.
Staff receive high-quality training and have the expertise to teach phonics (letters and the sounds they represent) effectively. Leaders and staff know which sounds they expect pupils to know and by when. They check that teaching supports pupils to meet these expectations.
As with all subjects, leaders intervene quickly to make sure that pupils catch up if they begin to fall behind. Subject plans for reading ensure that pupils are taught the right content at the right time. We saw pupils confidently demonstrating their reading fluency and love of books.
When planning learning, teachers make excellent use of subject plans. This enables pupils to acquire a deep understanding of important concepts. This is evident across all subjects.
Teachers skilfully adapt plans for pupils with SEND and ensure that they achieve as well as other pupils. For all pupils, the impact is evident in their deep and well-rounded knowledge in a range of subjects.
Leaders at all levels, including governors, provide outstanding leadership.
There is a relentless and tenacious drive to ensure that all pupils achieve highly. Leaders have developed a culture in which the highest expectations of pupils and staff are the norm. Leaders and staff praise the comprehensive support and good-quality training that they receive.
Pupils behave consistently well around the school and in lessons. This is testament to the high expectations of leaders and governors. They make sure that all staff and pupils understand and value the school's culture.
As a result, pupils take great pride in their work, as the high standards of their handwriting and presentation show.
Children in the early years love coming to school. They benefit from an exciting and effective sequence of learning activities.
This enables children to make very strong gains in their knowledge and understanding. Leaders have a deep and accurate understanding of the strengths in the early years. They make sure that all children develop appropriate vocabulary and early reading skills.
This includes disadvantaged children and children with SEND. Parents and carers are very positive about the enjoyable and rich range of activities that the school provides. One parent, summing up the views of many, commented that their child 'cannot wait to come to school'.
The arrangements for safeguarding are effective.
The culture of safeguarding is strong. Leaders make sure that all staff understand and follow procedures for reporting and recording safeguarding concerns.
Leaders and staff are well trained and knowledgeable about keeping pupils safe. They act on any concerns about pupils' welfare effectively. Leaders involve external agencies when this is appropriate, for example when tackling attendance concerns and to help pupils understand safety concerns in the local community.
Pupils feel safe and are happy at school. Parents who spoke to inspectors are confident that their children are safe. Pupils know that adults will resolve any concerns that they may have.