St Andrew's CofE Primary School

What Ofsted said

From the inspection on 10 May 2023

Pupils, including those with special educational needs and/or disabilities (SEND), thrive at St Andrew's School. They are happy at school. Typically, pupils behave well and they develop positive attitudes to learning. Pupils strive each day to meet leaders' high expectations of their learning and behaviour. Pupils value their diverse community. Many pupils at the school are new to the country. Nevertheless, they settle quickly, make new friends and catch up where they have missing knowledge. Pupils told inspectors that it does not matter who you are because everyone is treated the same at St Andrew's School. Pupils learn to listen to, and show respect for, others. They support each other well during lessons and at breaktimes. Those pupils who take on leadership roles, such as being a member of the ethos group, make a valuable contribution to the school community. Leadership roles help pupils to develop their wider talents and interests. As a result of a well-designed curriculum, pupils make steady progress and they achieve well across the range of subjects. Pupils were very proud to share their learning with inspectors. Pupils, and their parents and carers, were overwhelmingly positive about the support that they receive from staff. Pupils told inspectors that adults provide timely help if they feel worried or upset. Any incidents of unkindness between pupils, including bullying, are dealt with thoroughly and swiftly. This makes pupils feel safe.

What the school should improve

• The curriculum in one or two areas of learning in the early years is under- developed. As a result, some children do not learn all that they could. Leaders should finalise their curriculum thinking in the early years. They should identify the individual steps of learning that children must acquire to build up a secure body of knowledge across all aspects of the early years curriculum.
• A few pupils with SEND, and some pupils at the earlier stages of learning to speak English, do not catch up as quickly as they could in reading. This hinders how well some of these pupils learn across the wider curriculum. Leaders should ensure that pupils who have gaps in their reading knowledge are supported to catch up with their peers as quickly as possible.

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