St Teresa’s Catholic Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations 'to give every child equal access to an exceptional Catholic education'.

They have secured improvements in many areas, especially in relation to the quality of education. However, leaders know that there is more work to be done to make sure that the curriculum is delivered well in all year groups.

Pupils are delightful.

They are keen to show off their school. There is a pleasant atmosphere in and out of the classrooms. Pupils enjoy playing sensibly with their friends on the playground, and having chats while they eat their lunch in the dining room.

Pupils display good manners. They spoke confidently about the school rul...es of 'ready – respectful – safe'. Pupils said that these rules help them to behave better.

Inspectors agree. Where the curriculum is delivered well, pupils listen to their teachers and focus on their work.

Pupils have a clear understanding of what bullying is.

They know about the different types, including cyber-bullying. Pupils said that bullying hardly ever happens, but when it does, staff deal with it at once.

Most parents spoke positively about the school.

They are especially pleased with the recent changes and how these have improved their children's experiences in school.

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

Leaders, with support from the local authority and the multi-academy company (MAC), have thought carefully about how they can improve the curriculum in a wide range of subjects. These include English and mathematics.

In these subjects, curriculum plans map out the knowledge, skills and vocabulary that pupils will learn from Year 1 to Year 6. Some of the plans are very prescriptive. Teachers appreciate this because the plans make it clear what they need to teach, and support their subject knowledge.

Leaders know that developing the rest of the curriculum is a priority. However, they are also mindful of not doing too much at once and overloading staff. Currently, leaders are developing the early years curriculum.

Leaders want to harness children's interests and provide a clear overview of the knowledge, skills and vocabulary that children need to learn in the Reception class. However, there is more work to do in this area.

There is variation in how well staff deliver the curriculum across different year groups.

When teachers deliver it well, they make links to what pupils have learned in the past. This helps pupils to make connections to what they already know. In these instances, teachers adapt learning if pupils are finding the work too easy or too difficult.

As a result, pupils achieve well. However, when this is not the case, pupils either struggle with their work or find it too easy. In these instances, some pupils lose interest in their learning, mess about and do not achieve as well as they could.

The teaching of reading is a whole-school priority. From the very start, children and pupils develop their reading skills well. This is because staff have been well trained to teach phonics.

Books are matched well to pupils' phonic ability, so pupils read with confidence. Leaders and teachers are continuing to work on new ways to raise the profile of reading across the school, to encourage pupils to read more.

Pupils with special educational needs and/or disabilities (SEND) are fully included in all aspects of school life.

Teachers consider the needs of pupils with SEND when they plan lessons and set tasks. Staff are always ready to step in if pupils need extra help. However, where staff do not deliver the curriculum effectively, pupils with SEND do not achieve as well as they could.

Leaders and staff encourage pupils to be reflective. Pupils said that the teachings of Saint Teresa have taught them that 'the littlest thing, such as a smile, can make people happy'. Older pupils talked about their understanding of mental health.

They gave examples of how they notice if someone is feeling sad and what they do to help. Teachers develop pupils' knowledge of other faiths and religions. Year 5 pupils recently visited a gurdwara, which they enjoyed.

Pupils are pleased that the after-school clubs have restarted. They enjoy archery and the eco-friendly club. Pupils hope that more clubs will be organised in the future.

School leaders, supported by the local governing body, have driven developments in the quality of education across the school. However, they are not complacent and have plans to make further improvements.

Teachers said that workload has increased due to the changes in school.

However, most staff said that leaders are considerate of their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and staff do all they can to make sure that pupils are safe.

There is a whole-school culture of 'do not walk on by' that encourages staff to be vigilant at all times. The safeguarding team members are knowledgeable, and carry out their roles efficiently. Leaders have organised safeguarding training for all staff, including regular updates.

As a result, staff know what to do if they have a concern about a pupil's welfare. Systems are in place so that any safeguarding concerns can be recorded and acted on immediately. Pupils said that they feel safe because the staff care for them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, including computing and art and design, leaders have not reviewed and developed the curriculum. As a result, learning in these subjects does not build on what pupils have learned before. Leaders need to develop curriculum plans that map out the knowledge and skills that pupils need to learn across the school in all subjects.

• Some subject leaders do not have the required subject knowledge and leadership skills to develop their subjects effectively. As a result, they are not well equipped to lead future developments in their subject areas. Leaders need to provide these subject leaders with the training and support needed, so that they can lead the development of their curriculum areas.

• Teachers in some year groups do not deliver the curriculum well in a range of subjects. Consequently, some pupils are not achieving as well as they could. Leaders need to make sure that they provide teachers with the support they need to deliver the curriculum well in all year groups and in all subjects.

• In early years, leaders are in the early stages of developing curriculum plans with a focus on harnessing children's interests. Currently, it is unclear how the knowledge and skills that children need to learn will be developed during their time in early years. Leaders need to continue to review and develop the early years curriculum, so that the knowledge, skills and language that children need to learn are clearly mapped out over the course of the Reception year.