St James’ Catholic Primary School in Skelmersdale has been rated as good in its recent inspection, reflecting its overall effectiveness in providing quality education. The school fosters a warm and nurturing environment where positive interactions between pupils and staff are evident. This supportive atmosphere contributes to pupils feeling safe, happy, and well cared for. The school effectively addresses any bullying concerns, ensuring that pupils can focus on their learning without fear of conflict.
Pupils demonstrate good behavior and engage enthusiastically in lessons, showing a strong sense of camaraderie during social times. They participate in various activities, such as leisurely walks and games, which enhance their social skills and friendships. The school leadership takes advantage of unique opportunities to enrich the pupils' experiences, including video calls with individuals from diverse backgrounds and cooking sessions at local restaurants.
The curriculum is ambitious and well-structured, catering for all pupils, including those with special educational needs and disabilities. Leaders have provided effective guidance for teachers in many subjects, enabling them to deliver content in a logical sequence that helps pupils build their knowledge. However, there are some subjects where guidance is less developed, leading to inconsistencies in teaching practices.
Pupils with special educational needs receive timely identification and support, allowing them to access the same learning opportunities as their peers. The phonics program is implemented effectively, with pupils enjoying their lessons and engaging in reading activities. However, some pupils struggle to catch up with their phonics knowledge due to a lack of targeted support, which affects their reading fluency.
In the early years, children quickly establish positive relationships and adapt to classroom routines. Teachers effectively model communication and language skills, supporting children's learning during various activities. By the end of the Reception Year, children are well-prepared for the next stage of their education.
Pupils generally behave well, with rare disruptions to learning. Leaders have high expectations for attendance, but some pupils do not attend regularly, which hinders their learning. The school has recently begun reviewing its strategies to improve attendance and address barriers that prevent some pupils from being present.
The school prioritizes personal development, helping older pupils understand fundamental British values and encouraging them to participate in leadership roles. The curriculum promotes positive relationships, physical health, and mental well-being, preparing pupils for life in modern society.
Governors are actively involved in the school and understand their responsibilities well. Leaders are considerate of staff well-being, contributing to high morale among the staff.
The safeguarding arrangements are effective, with staff trained to recognize and report concerns regarding pupils' welfare. Leaders take appropriate actions to manage these concerns and involve external agencies when necessary. The curriculum also supports pupils in understanding how to keep themselves safe, including online safety.
To improve, the school needs to enhance attendance strategies to ensure all pupils benefit from consistent learning. Additionally, the support for pupils struggling with phonics should be reviewed to help them become confident readers more quickly. Finally, leaders should provide clearer guidance on curriculum delivery in subjects where inconsistencies exist, ensuring that all teachers can effectively teach the necessary content.
