St Paul’s CofE Primary School is a welcoming institution that actively supports its pupils, families, and the wider community. The school fosters strong relationships between staff, pupils, and their families, which is appreciated by both pupils and parents. The school provides various opportunities, including a food and uniform bank and numerous after-school clubs that help pupils develop their interests and talents. The school has high expectations for all pupils, including those with special educational needs and disabilities, but these expectations are not consistently met. For instance, early reading skills are not being taught quickly enough, which affects pupils' learning outcomes.
The school promotes values of friendship, compassion, and endurance, which guide pupils' behavior and interactions. As a result, behavior is generally good, and pupils feel safe and happy. They express pride in their school and are increasingly aspirational, indicating a desire to learn and grow. The leadership team, including governors, is committed to improving the school and has made positive strides in enhancing pupils' achievements. New staff appointments have been made to strengthen leadership capacity, and staff benefit from high-quality professional development, which they value and apply to improve the curriculum.
The curriculum is well-planned, allowing pupils to build knowledge, vocabulary, and skills. It includes clear guidance for teachers on what pupils need to learn and how to assess their progress. The school effectively identifies pupils with special educational needs and ensures they receive appropriate support, allowing them to access the same curriculum as their peers. However, the impact of the curriculum on pupils' achievements is more pronounced in subjects where it has been established longer.
Most teachers demonstrate secure subject knowledge and deliver the intended curriculum effectively. They explain concepts clearly and plan lessons appropriately. However, there are instances where lessons are not adapted to meet the specific needs of the class, leading to gaps in pupils' understanding and retention of knowledge. This inconsistency can hinder their ability to achieve the ambitious goals set by the new curriculum. In the early years, children sometimes receive too much information too quickly, which can overwhelm them.
Reading instruction is a priority, starting in the early years. The school has invested in staff training to enhance their skills and confidence in teaching reading. Regular assessments are conducted to monitor the effectiveness of reading instruction. However, not all pupils receive high-quality phonics lessons, and many are given books that do not align with their current knowledge of sounds, resulting in slow progress in learning to read.
The personal development curriculum is comprehensive and well-structured, celebrating the diverse backgrounds of pupils. Pupils develop a strong understanding of equality, fairness, and various faiths. The school faces challenges with attendance due to the frequent arrival of new pupils throughout the year. Leaders are aware of attendance issues and work closely with families to improve their children's attendance.
Pupils are familiar with the school's rules and follow them diligently. Classrooms are conducive to learning, with lessons beginning with recaps of strategies to promote independent work. Pupils are attentive and eager to learn, and routines in early years classes are well established. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils.
To improve, the school must ensure that early reading strategies are consistently implemented and that pupils receive books that match their phonics knowledge. Additionally, some teachers require further professional development to enhance their confidence and expertise in delivering the curriculum effectively, ensuring all pupils achieve their potential.
