St Teresa’s RC Primary School

Highlights from Latest Inspection

What is it like to attend this school?

St Teresa's Catholic Primary School is a warm and welcoming school. Pupils enjoy school. They liken it to being part of 'one happy family'.

Pupils said that they feel safe because staff look after them. They also believe that teachers expect them to behave well. Mostly, pupils focus on their learning in class.

They are respectful and follow teachers' instructions. Pupils said that bullying is rare, but if it does happen teachers sort it out quickly.

Leaders have high expectations of what pupils can achieve.

To this end, leaders have designed an ambitious curriculum so that all pupils know and remember more across a broad range of subjects.

P...upils value the opportunity to hold responsibilities such as being a 'reading ambassador' or 'faith leader'. Older pupils particularly enjoy being 'buddies' for children in the early years.

Pupils benefit from the range of trips on offer. For example, children in early years said they were excited to visit the beach, while older pupils got to work on their team-building skills on a recent residential trip. Pupils appreciate the sport and music clubs that take place at lunchtime and after school.

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

Leaders ensure that pupils, including pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils, benefit from a broad and suitably ambitious curriculum. Pupils, including children in the early years, achieve well. By the end of Year 6, pupils are confident learners who are ready for secondary school.

Ensuring that pupils read accurately and fluently is a high priority for leaders. To this end, leaders have carefully planned an early reading curriculum that builds carefully on pupils' existing phonics knowledge. This begins in the early years, where children settle quickly and get off to a strong start.

They gain the essential building blocks to help them become successful readers. Books are matched well to the sounds that pupils know. This helps pupils to practise new sounds and deepen their phonics knowledge.

Pupils read often to well-trained staff. Teachers quickly identify those pupils who fall behind and help them to catch up. By the end of Year 2, almost all pupils are confident and fluent readers.

Pupils develop a love of reading. They talk enthusiastically about the wide range of authors that they encounter when reading for pleasure. Leaders' commitment to ensuring that pupils are motivated to read widely has a positive impact on their ability to access the wider curriculum.

In most other subjects, including mathematics, leaders are clear about what they want pupils to know. This begins in the early years where the curriculum prepares children well for Year 1. Across all year groups, leaders have carefully organised learning so that it builds on what pupils already know.

Teachers have good subject knowledge which they use well to deliver the school's intended curriculum. They plan carefully to meet the needs of pupils. This helps pupils to deepen their knowledge and develop their skills.

For example, pupils in Year 6 compare the geography in Scandinavia with what they have learned previously about South America. However, in a minority of subjects, leaders' curriculum plans are not as well organised. This means pupils are unable to develop their knowledge and skills in these subjects as successfully.

Pupils with SEND, including those who access the specially resourced provision for pupils with SEND (specially resourced provision) receive appropriate help from staff. Leaders ensure that the needs of these pupils are identified and met. Pupils with SEND are supported well to access the full curriculum.

They achieve as well as other pupils in the school.

In their work to support pupils' wider development, leaders successfully develop pupils' understanding of equalities and diversity. Pupils know why democracy, respect and tolerance are important.

Pupils learn about other religions such as Judaism and Sikhism. They are proud of the work that they do to support charities. As a result, they are well prepared for life in Britain.

Pupils enjoy the trips that staff organise to support their learning. For example, Year 5 enjoyed visiting a Viking museum to enhance their learning in history.

Most pupils focus on their learning and behave well.

Pupils, including children in the early years, listen attentively to adults and their classmates. They respect the views of others.

Governors have an accurate of view of the school's strengths and what they need to develop to further improve the school.

They use their knowledge well to hold leaders to account for all aspects of the school's work. Governors are mindful of staff workload and well-being. Staff feel supported and valued by senior leaders.

Most parents and carers speak positively of the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors have prioritised pupils' well-being and mental health.

Leaders know pupils and their families well. Staff work closely with external agencies to ensure that vulnerable pupils and their families get the support that they need.Staff and governors receive regular safeguarding training, including training about peer-on-peer abuse.

They know what to do if they have concerns about a pupil's welfare.Pupils learn about how to keep themselves safe. They are aware of the potential dangers associated with social media.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a minority of subjects, leaders' curriculum plans do not clearly outline what pupils should know and in what order this content should be taught. This prevents pupils from making links in their learning and building on what they know already. Leaders should ensure that curriculum plans in these subjects are sequenced carefully and identify clearly what pupils should know so that pupils can build on their earlier learning.