St Wulstan’s Catholic Primary School is characterized by a nurturing and inclusive environment where pupils feel valued and respected. The school fosters positive relationships among students and staff, contributing to a happy atmosphere both in classrooms and during playtime. Pupils express a strong sense of belonging, emphasizing that it is acceptable to be themselves within the school community. Academic performance is commendable in core subjects such as reading, writing, and mathematics, although there is variability in achievement across other subjects, particularly science. The curriculum in these areas lacks sufficient structure, which hampers pupils' ability to build on their existing knowledge effectively.
The school maintains high expectations for pupil behavior, resulting in a respectful and polite student body. Incidents of bullying are addressed promptly and effectively by staff, ensuring a safe learning environment. Leaders have implemented initiatives that encourage pupils to engage in citizenship roles, such as worship leaders and house captains, which enrich their school experience. Additionally, a variety of extracurricular activities, including sports clubs, are available, promoting a well-rounded education.
The curriculum is well-structured in English and mathematics, with leaders carefully considering the sequence of learning to help pupils achieve their goals. Regular assessments allow teachers to monitor pupil progress and adjust their teaching methods accordingly. Pupils with special educational needs and disabilities receive appropriate support in these subjects, leading to positive outcomes. However, similar attention is not consistently applied across all subjects, where leaders have yet to clearly define the essential knowledge and skills pupils need to acquire.
Reading is a priority at St Wulstan’s, with pupils showing enthusiasm for literature and storytelling. Staff are well-trained in teaching early reading, ensuring that books align with the phonics being taught. This targeted approach helps pupils who require additional support to improve their reading fluency and confidence.
While the school offers a broad curriculum, the effectiveness of curriculum leadership varies. Some subjects are still in the early stages of development, and subject leaders have not yet identified the critical knowledge that pupils need to learn. This inconsistency can hinder the overall educational experience.
In the early years, strong relationships between staff and children are evident, with established routines that facilitate concentration and engagement. The curriculum is designed to ensure that children acquire essential knowledge and vocabulary, preparing them well for Year 1. Opportunities for storytelling and songs enhance vocabulary development.
Pupils learn about diverse cultures, religions, and British values, contributing positively to school life and the local community through charitable initiatives. They demonstrate respect for the spiritual aspects of the school, particularly in relation to the school chapel.
Historically, attendance has been a challenge, exacerbated by the COVID-19 pandemic. However, leaders and governors are actively addressing this issue, and early signs indicate improvements in attendance rates. The leadership team is mindful of staff workload and well-being, ensuring that resources are managed effectively. Governors play an active role in school governance, although they need to enhance their accountability regarding the overall quality of the curriculum.
The safeguarding measures in place are effective, with well-trained staff who understand the importance of pupil safety. Leaders advocate for vulnerable pupils and engage with external agencies when necessary. Pupils are educated on safety, including online risks, and know how to report concerns regarding their well-being.
To improve, the school must ensure that subject leaders plan the curriculum more effectively to promote progression in learning. This will enable pupils to build on their existing knowledge and enhance their overall educational experience. Additionally, governors should hold leaders accountable for the quality of the curriculum to secure ongoing improvements.
