St Cuthbert's Church of England Primary School

What Ofsted said

From the inspection on 1 May 2024

Pupils are happy and safe at this school. In most cases, they play nicely together during breaktimes and lunchtimes. However, some pupils did report that they sometimes experience unkind words and behaviours. More often than not, the school deals with such issues appropriately. After a period of staffing turbulence, the school is beginning to raise its expectations for what pupils, including those with special educational needs and/or disabilities (SEND), should achieve. It has overhauled its curriculum to be more ambitious for what pupils will learn. However, there has not been enough time to see the full impact of these changes on pupils' attainment and progress. Consequently, pupils in both key stages 1 and 2 have not attained well in recent national end of key stage tests. There is a range of extra-curricular opportunities that many pupils attend. Examples include sports clubs, an amateur dramatics club and choir club. Pupils also have opportunities to go on residential visits, which they enjoy. Pupils take an active role in getting involved with charitable and community initiatives. They collect for food banks and arrange cake sales to raise funds for their chosen causes. Pupils also take on leadership roles, such as being a playground leader.

What the school should improve

• The school does not have sufficient insight into how well the curriculums are delivered in practice. In turn, it does not respond quickly enough to weaknesses in curriculum implementation that prevent pupils from learning all that they should. The school should ensure that subject leaders have the expertise that they need to oversee their subjects well.
• The school does not ensure that its phonics programme is implemented well. Some pupils do not read books that match the sounds that they know. Those who need to catch up do not receive effective support. Consequently, pupils do not become fluent readers quickly enough. The school should ensure that staff are able to deliver the phonics programme well so that pupils become confident and fluent readers.
• The school does not use effective strategies to check how well pupils understand new content. This sometimes means that pupils are not identified and supported quickly enough when they struggle with new curriculum content. In turn, pupils do not develop their knowledge securely over time. The school should ensure that staff have the guidance and strategies that they need to identify and support pupils when they need help with their learning.
• The school does not consistently uphold high expectations for pupils' behaviour. When this happens, some staff do not support pupils to refocus their attention on learning. Consequently, these pupils do not acquire some of the key knowledge that is being taught. The school should further raise its expectations for pupils' behaviour and help pupils to develop positive attitudes to learning.
• Some pupils do not treat others with appropriate levels of courtesy and respect. At times, they do not have due regard for people's differences. Consequently, some pupils experience unkind language and behaviours that are not in keeping with fundamental British values. The school should review how it fosters an environment in which people's views and differences are respected.

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