St Cuthbert’s Catholic PS has achieved the Inclusive School Award.
Diverse Population
St Cuthbert’s Catholic PS is a one-form entry Roman Catholic Primary School in Englefield Green, an affluent area in Surrey. The school became an Academy and joined the Xavier Catholic Education Trust in December 2023. Its SEND numbers are relatively low with only 22 pupils, 4 of whom have EHCPs. 18 pupils are at Pupil Premium. The school has a diverse population, with Polish being the largest group with 12 pupils. Not all the pupils in the school are Roman Catholic.
The Head of School and the leadership team have been in place for the last 18 months. The Head has a clear vision for inclusion, supported by an Inclusion Action Plan. Staff and governors are fully supportive of this. The school’s Golden Rule, treat each other as you want to be treated, its FAIR values, (Faith, Articulate and Appreciative, Independent Learners who use their Initiative, Resilient and Respectful), along with Catholic Life, ensure that all are included and valued.
The school has excellent links with the local parish with ongoing collaboration and makes good use of the locations nearby like Runnymeade, to make the most of the opportunities to enhance understanding and learning. For example, the school works with the Muslim Society at the Royal Holloway University. Pupils have visited the prayer room there. The parish priest went with them. This is an excellent example of respecting and celebrating diversity.
Positive Attitudes to Learning
On the tour of St Cuthbert’s Catholic PS our Assessor was lucky enough to visit the classrooms twice during the Phonics, Guided Reading and English sessions. The phonic sessions in Key Stage 1 are organised in small groups according to need and ability and take place in classrooms and other spaces so that each group has its own area. Progress is monitored every six weeks and groups are rearranged as required. This ensures that pupils receive the appropriate support and are not held back as they make progress. It is commendable how thought is given to the skills of the staff to ensure the best outcomes for the pupils. For example, a Key Stage 2 group just needed a little boost to move them off the programme. An experienced Learning Support Assistant (LSA) was allocated to this group as she had the most appropriate skills. Key Stage 2 pupils follow a Guided Reading Programme that has a five-day programme. The pupils know and are used to the activities that happen on each day and so have the security of consistency whilst developing their reading skills.
Positive attitudes to learning were observed during assessment day. The pupils were engaged in the activities and our Assessor saw consistency across the classrooms with the low sensory displays, the FAIR values highlighted as well as visual timetables and quiet areas with Zones of Regulation information adapted for the needs of each class. The Reception class had a wide range of activities set up and each table had the pupils’ names so that it could be checked that they had been involved in a range of activities throughout the day. They also had a lanyard where they could tick off the activities which they had done. During the English session, the Reception teacher was sharing a fairytale and using Makaton. She explained that using the signs was supportive of the non-verbal pupils. They could, for example, sign to say they needed the toilet. The events of the story were highlighted in physical objects on one of the tables. This is another example of excellent support for the pupils.
Behaviour was Exemplary
Behaviour was exemplary as our Assessor walked around St Cuthbert’s Catholic PS. Pupils were polite and moved around quietly. Our Assessor was in the Year 1 class at a point of transition and there was some noise as the pupils moved around the room. The phone rang and the teacher acknowledged this and said ‘Stop’. The pupils stopped and there was absolute silence in the room as she answered the call. When told, the pupils then quickly moved to their places. It was an impressive piece of class management. In other classes our Assessor saw how the pupils made use of their talk partners. After teacher input, they spoke to each other before working independently.
A need had been identified in Year 1 and so a Nurture group was set up in October 2023. The group is called Ducklings and they meet Monday to Thursday afternoons. There are 4 pupils and 2 members of staff. The room is set up a bit like a home. There is a sofa, a play area and a table. It is a low sensory but very practical area. Our Assessor visited in the afternoon and saw the pupils sitting together having their snack of biscuit and fruit. Every session begins with circle time, then there is an adapted curriculum activity, snack, second activity, a song or rhyme and then they rejoin their class for the end of the afternoon. The children and staff all wear slippers. Staff are very supportive of this initiative and the pupils are happy and secure.
The school has adapted what was the girls’ changing room into an intervention room. Interventions take place there and in the library and other spaces around the school. There are a range of interventions that take place both for academic and social and emotional support with an ELSA trained LSA and the use of Drawing and Talking. A real strength is that interventions are regularly monitored and there is discussion between teachers and support staff about individual progress. Individual need and progress are paramount.
There is a pupil kitchen which is used by the After School Club as well as for classes in the day. The PTA make good use of this facility as well. During the visit, the room was being used for guitar lessons. There is also a studio which can be used for a range of activities. The breakfast club is in there and as there is a piano there, the piano lessons take place there. Pupils spoke about how they like being able to learn instruments in school. Good use is made of the outside space. There is a very large field but it is not used in winter. Outside learning and activities are important to the school but on a damp February morning, understandably, there was little happening outside. There is a gardening club area, a pond used for a range of activities and a prayer garden. There is another garden area at the front of the school where classes can work. All these add to the pupils’ experience in school.
Staff Speak with One Voice
The staff speak with one voice; they believe in the work that the school does and see how the range of support is effective. Pupils have learning plans and support is used creatively. It is all about knowing pupils, thinking about strategies and how whole class strategies can impact all. St Cuthbert’s Catholic PS has an inclusive learning environment.
Staff are well trained with regular CPD. The open-door policy means staff can approach the Head at any time. One teacher explained how her ADHD and Dyspraxia had been supported. An ECT who joined in September spoke about how well she had been supported in the school and how the office staff helped her through the organising of her first trip. It is evident that there are strong, supportive working relationships across the staff. The LSAs are well trained and supported and are valued members of staff. They are clear about the school’s aims and they have a voice. They contribute to discussion; their strengths are recognised so that they can use their skills most effectively.
The Governors are in a time of change but they know the school. They are fully aware and supportive of the work the school does on inclusion and can speak about, for example, the need for and the work of the Nurture Group. They spoke about how the school follows Catholic principles but also celebrates other religions throughout the year which is essential for their mixed cohort of pupils. They like the fact the pupil voice is strong in the school and that there is a focus on personal development. They are active in the school. Communication is excellent in the school.
Communication is a Real Strength
Parents explained that communication is a real strength in the school and how the relatively new Head and leadership team have turned things around. Some parents told our Assessor that they had considered removing their children from the school but then saw the impact the new Head was having and so changed their minds. They like the fact that the Head is on the gate before and after school and can be approached about anything. Staff respond quickly to emails.
The wider range of after school activities is welcomed as there is more opportunity for those children who do not like sport, for example, languages. The work of the SENDCo is very appreciated. No longer are questions asked like, should he be here? Instead, there is positive feedback and parents are kept fully informed. Parents can see that their child with additional needs is involved in school life and not isolated. One parent explained how pupils even supported her son out of school as they knew the things to do to help him cope. The school is welcoming both to adults and pupils. One parent spoke about how she is supported as she is on a low income and her child can take part in trips that she could not afford. Parents work on the PTA is indefatigable, raising money for the school. The PTA also supports low-income families by, for example, not charging for Disco tickets.
The pupils were a delight to speak to. They spoke about how much they like helping others, the range of opportunities they have in lessons and out on trips. They spoke about the range of musical instruments they can learn as well as the wide range of after school clubs. They have great pride in the work they do as Wellbeing Ambassadors, Play Leaders and Peer Mediators. They are well trained for their roles and very much want to be kind to people and to do good by supporting younger pupils and peers. The Head is easy to talk to as are all members of staff. They know who to go to if they have worries and are confident that they will be helped.
Our Assessor added, “I enjoyed my day at St Cuthbert’s Catholic PS and was struck by the positivity that came from all stakeholders. The Head’s vision is supported and driven by the staff, leading to a caring community that wants the best for every individual, be they child, teacher or parent. All are valued and cared for.”
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