Warton St Paul's Church of England Primary Academy, located in Warton, Lancashire, has recently undergone an inspection on the 18th and 19th of April 2023. The overall effectiveness of the school has been rated as good across various aspects, including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This is the first inspection under the Education Act 2005, as the school has not been previously inspected.
Pupils at Warton St Paul's feel happy and safe, enjoying their lessons and striving to meet the high expectations set by the leaders. The curriculum is designed to be ambitious and engaging, catering for all pupils, including those with special educational needs and disabilities. As a result, pupils achieve well academically. Behaviour in the school is generally positive, with pupils being polite and respectful. When instances of poor behaviour occur, staff effectively implement the behaviour policy.
Parents and carers express strong satisfaction with the support their children receive from the staff. Pupils describe the school as welcoming and a safe environment. The school has established effective systems to address any bullying incidents. Pupils actively participate in charity events and take on various responsibilities, such as being school councillors and eco-councillors, which fosters a sense of community and responsibility.
The school excels in providing a well-structured curriculum that engages pupils and ensures logical progression in learning from early years to Year 6. However, in a few subjects, the curriculum is still being finalized, leading to some teachers lacking clarity on the essential knowledge needed for pupils' future learning. Teachers demonstrate strong subject knowledge and adapt their teaching to address misconceptions effectively.
Reading instruction is a priority, with children exposed to high-quality texts from the start of their education. The phonics curriculum is delivered effectively, and pupils' reading materials are closely aligned with their learning. Regular assessments ensure that pupils receive additional support when necessary, resulting in most becoming fluent readers by the time they reach key stage two.
The school effectively utilizes external agencies to support pupils with special educational needs, ensuring that staff are well-equipped to identify and address these needs. During lessons, pupils generally exhibit good behaviour, understanding the expectations set by their teachers. Most pupils manage their behaviour well during social times, with staff providing additional support to those who struggle.
Pupils embrace diversity and are eager to welcome others, demonstrating a strong understanding of different faiths and a commitment to inclusivity. They actively participate in various clubs and activities, enhancing their extracurricular experience. Attendance is a focus for the school, with leaders working diligently to improve rates, although some pupils still do not attend as regularly as they should, impacting their learning.
Governance is strong, with governors and trustees providing appropriate support and challenge to school leaders. Leaders are mindful of staff workload and well-being, ensuring access to high-quality training. Staff feel valued and appreciated, contributing to a positive school culture.
The safeguarding arrangements are effective, with staff receiving appropriate training and remaining vigilant to potential risks. Pupils are educated on safety, including online safety, and appreciate the support provided for managing their feelings. Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in finalizing the curriculum in certain subjects and enhancing attendance rates for some pupils.
