|Name||Corpus Christi Catholic Primary School|
|Address||Ellenborough Park South, Weston-super-Mare, BS23 1XW|
|Religious Character||Roman Catholic|
|Number of Pupils||191 (44.5% boys 55.5% girls)|
|Number of Pupils per Teacher||21.9|
|Local Authority||North Somerset|
|Percentage Free School Meals||11.5%|
|Percentage English is Not First Language||40.8%|
|Pupils with SEN Support||9.4%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
What is it like to attend this school?
Pupils flourish at this school. School leaders have tackled previous weaknesses determinedly one by one.
They have clarified what good learning needs to look like. There is a caring and positive culture and expectations are high. Leaders have turned this school around.
Pupils demonstrate the values of respect, kindness, love, courage and perseverance that ripple through the school. They genuinely care and look out for one another. Pupils talk with pride about how they are buddies to younger pupils.
Together they use ‘kind hands’ and ‘kind words’. Staff discuss bullying with pupils so that they are aware of different sorts to look out for. However, pupils told us that bullying simply does not happen.
The school is a calm place, created by a staff team who enjoy working there. A strong team spirit helps staff to achieve the very best for every pupil. Pupils feel safe and they are safe.
Consequently, they are talkative, polite and confident. Pupils are prepared well for their futures.
Many parents told us how happy they are with the improvements.
One parent summed it up saying, ‘The school is a lovely community where my child is very happy. Children thrive here and become well-rounded individuals.’
What does the school do well and what does it need to do better?
Leadership across the school is strong.
The quality of education has been transformed under the leadership of the executive headteacher and the head of school. Governors contribute well to the school’s effectiveness.
The curriculum has been completely redesigned to provide carefully structured learning.
Subject leaders recognise that the foundations for the school’s curriculum start in the Reception class. Children enjoy well-constructed activities that support their development through to Year 1 and beyond.
Subject leaders are knowledgeable and provide strong support for their colleagues.
In English and mathematics, the curriculum sets out the important knowledge that pupils need to learn and remember. Pupils are able to recount and show their understanding. Leaders are now working on identifying essential learning for some other subjects, such as history.
Reading is at the heart of learning across the school’s curriculum. Learning in different subjects includes high-quality books. Leaders are determined that pupils develop strong vocabulary through the emphasis on using engaging and relevant texts.
Pupils are aware of the need to be good readers to help them with their work. They enjoy reading for pleasure both at home and in school.
School leaders work closely with a range of partners to make sure that staff have the training and guidance they need to improve learning for pupils.
The programme for phonics is a good example. Working alongside local authority advisers, a new locally developed phonics programme is now in place. From the very first day in the Reception class, staff waste no time in helping children to listen to and identify sounds.
Consistent approaches mean that pupils in Years 1 and 2 recognise the different stages of the phonics lesson. Because of this, pupils, even at the very start of the school year, contribute confidently to lessons. Pupils who need more help with reading are quickly identified and receive extra reading sessions.
Occasionally, some pupils in the very early stages of learning to read are given books to take home that are a little too hard for them.
Leaders have implemented changes to how teachers and pupils use assessment to improve learning. Much careful thought has gone into how, and when, is best to use feedback to help pupils move forward with their learning.
Pupils told us that they value the whole class and individual feedback they receive.
Pupils’ personal development is promoted well across the school and their well-being is prioritised. Pupils appreciate the extra time and consideration given to them if they have anxieties.
They particularly value the support provided by the learning mentor. The pupil chaplaincy team work to support anyone who needs help, both within the school and across the wider community. Through activities such as supporting local food banks and collections for charities, pupils have opportunities to learn to respect and support others.
The school has an inclusive culture. Pupils with special educational needs and/or disabilities are supported well to take part in all activities both during the school day and outside it. Leaders are clear in their ambition that pupils are helped to learn to be as independent as possible.
The new special educational needs coordinator has a firm grasp of what needs to be done to ensure that all pupils achieve well. This work is building on the strong systems already in place to identify needs and to work closely with parents.
The arrangements for safeguarding are effective.
The school’s curriculum provides many opportunities for pupils to learn about safeguarding risks, for example about risks online. The designated safeguarding lead (DSL), along with others on the safeguarding team, ensures that staff are knowledgeable and vigilant. Staff know the signs of abuse, neglect and exploitation and what to do if they have any concerns.
Secure reporting systems, alongside effective partnership working with other agencies, ensure that pupils and their families get the help they need, when they need it. Recruitment is well-organised and managed effectively. Governors provide strong oversight of safeguarding policies and procedures.
What does the school need to do to improve?
(Information for the school and appropriate authority)
? The curriculum is mapped out in detail for each subject and each year group. However, the curriculum in a few subjects does not set out the essential knowledge that pupils need to learn. As a result, the school cannot be sure that pupils will learn the important knowledge they need for future learning.
Leaders need to identify the essential learning that pupils need to learn and remember across all subjects. ? Occasionally, pupils who are at the early stages of learning to read have books to take home that are too hard for them to read confidently. The words go beyond pupils’ phonic knowledge.
This can mean that pupils lose confidence when trying to read independently, which could slow their progress. Leaders need to ensure that pupils who are at the early stages of learning to read are given books to take home that match their phonic knowledge. In addition, staff and parents need to understand the school’s rationale for the books selected for pupils to take home.