St James’ Church of England Primary School in Haydock, St Helens, has been recognized as a good school following its inspection on February 2 and 3, 2023. The school fosters a positive environment where pupils enjoy attending and demonstrate kindness and respect towards one another. The sense of teamwork within the school community is strong, contributing to a supportive atmosphere. Staff members maintain high expectations for all pupils, which has resulted in significant improvements in the quality of education and overall school life. Leaders are committed to providing the best opportunities for pupils, helping them develop into well-rounded citizens by the time they leave.
The school maintains a calm atmosphere, with consistent behavior management strategies employed by staff. Pupils have a clear understanding of bullying and know how to report incidents, which are addressed effectively by school leaders, ensuring a safe environment. Pupil leadership is emphasized, with opportunities for students to take on roles such as reading leaders and worship warriors, promoting responsibility among all pupils, including those with special educational needs and disabilities.
Leaders have developed an ambitious and progressive curriculum that is well-structured in most subjects. For instance, pupils in Reception learn about their local area, and by Year 5, they can compare their locality with Brazil in geography lessons. However, some pupils struggle to retain knowledge in certain subjects due to the new curriculum and the need for teachers to identify gaps in prior learning before introducing new content.
In most subjects, leaders have carefully considered the core knowledge expected of pupils in each year group, providing clarity for teachers on what to teach. This approach allows for effective assessment of pupils’ understanding, contributing to their positive achievements over time. Nonetheless, in some subjects, the essential knowledge is not clearly defined, which can hinder teachers' ability to build on prior learning and affect pupils' understanding.
The school has recently implemented a new early reading program, with staff receiving appropriate training to ensure consistent delivery of phonics instruction. Pupils who struggle with reading receive targeted support, enabling them to catch up and develop fluency and confidence. A diverse range of texts is introduced in reading lessons, and storytime is prioritized in early years to foster a love of reading.
Pupils with special educational needs are well-supported, with necessary adaptations made to teaching to ensure they can access learning alongside their peers. Staff are trained to meet the additional needs of these pupils, leading to positive outcomes. During lessons, pupils generally behave well, and learning is rarely disrupted by poor behavior. A variety of activities during playtimes keeps pupils engaged and physically active.
The school prioritizes personal development, teaching pupils about equality, diversity, and healthy relationships. Older pupils learn about financial management, preparing them for life in modern society. The trust and governors have established robust procedures to support and hold leaders accountable, resulting in high staff morale and strong relationships with parents and carers.
The safeguarding arrangements at the school are effective, with staff receiving regular training and being vigilant in protecting pupils. Leaders understand the needs of their pupils and work with external agencies to provide timely support for vulnerable students and their families. Pupils learn about safety as part of their curriculum, including online safety and the importance of protecting personal information.
To improve further, leaders should ensure that teachers identify and address gaps in pupils’ prior learning before introducing new content in the curriculum. Additionally, in some subjects, leaders need to clarify the essential knowledge that pupils should learn and the order in which it will be taught to enhance overall learning outcomes.
