St Nicholas School

What Ofsted said

From the inspection on 8 May 2024

Leaders, including governors and the staff team are taking action to adapt curricu- lum thinking and approaches to meet the needs of all pupils. These actions are am- bitious. The quality of education is variable for all pupils because priorities for im- provement are at varying stages of being introduced and have not shown their full impact on securing improvements. This is a nurturing place to be. Adults build respectful and trusting professional relationships with pupils. They get to know pupils well and typically understand what may cause pupils to become upset or emotional. In most cases, staff are quick to help pupils to calm themselves and use effective strategies to help pupils to manage their emotions and express themselves calmly. Sometimes, pupils' personal development, independence and preparation for the next stage of learning is hindered when pupils' communication needs are not as effectively supported by all staff. Pupils have opportunities to develop their confidence through participating in musical performances and competitions. Pupils take part in the local music festival, enthusiastically contribute to singing assemblies and learn dance routines with a dance company. Selected pupils have entered and won local pentathlon competitions.

What the school should improve

• On occasion, pupils are not given the support and guidance they need to com- municate their wants and needs, and to engage with their learning. This means that sometimes pupils behaviour declines, pupils become disengaged from learn- ing and the development of pupils' independence is hindered. The school should ensure that all staff have the resources and expertise needed to strengthen com- munication, support behaviour effectively and help pupils' engagement in learn- ing.
• The school has not made sure that the essential knowledge that pupils need to know is clearly and consistently defined in curriculum thinking in all subjects and phases. This means that sometimes learning and teaching do not build pupils knowledge and skills cumulatively and securely. The school should ensure that the breadth of curriculum thinking specifically sets out what they want all pupils to know and be able to do.
• The measuring and checking of what pupils know and can do is variable across the curriculum. This means that sometimes gaps in pupils knowledge are not identified and addressed and next steps for pupils are sometimes lack precision. The school should ensure that gaps in pupils' component knowledge and skills are robustly identified and addressed.

Read the full Ofsted report (opens in a new tab)