The school’s Christian ethos, its warm community feel and the high expectations and standards for all make an impression as soon as one enters St Julie’s Catholic Primary School.
The school environment is cared for and maintained to the highest standard, displays are attractive and eye-catching as well as informative of the school’s inclusive values and the warmth of the greeting visitors receive is replicated in the interactions between everyone once the threshold is crossed. Although pupil numbers may be broadly average for a primary school, there is a sense of easy communication and a strong community where everyone knows everyone else that is more typical of a smaller school. There is a remarkable consistency in the language stakeholders use when talking about the school and it is very clear indeed that everyone is proud to be a part of it.
Senior leaders are very professional and thorough and ensure that all of the school’s systems, procedures and policies work well to promote and enhance school’s values. The inclusion lead had prepared a presentation to begin the assessment day, summarising the school’s approach and evidence across the eight areas for the Inclusion Quality Mark’s Inclusive School Award. There is strength across the broad range of leadership roles in the school.
The science subject lead has thoroughly reviewed the science curriculum and ensured not only that the scientific knowledge and skills that are required are learned, but that messages about diversity and equal opportunity are included wherever possible. The SENDCo has made it easy for colleagues to identify the needs of their pupils and where they are within the school’s published Stages of Identification. Guidelines on the provision at each stage make it clear how teachers should adapt provision for the pupils at that particular point. The geography lead is passionate about the subject and ensures that it is based on the real-life experience of pupils as much as possible, as well as utilising links with the wider world to promote the school’s values and the children’s engagement. Pupil leaders do a good job, acting as a role model for younger children and looking after them, for example at play time.
They also make decisions on behalf of their peers, such as deciding which resources to buy to enhance the playground provision and also, as subject ambassadors, they advise subject leaders on how learning could be better for pupils. They have initiated the purchase of class atlases, for example. Governors have a passion and enthusiasm for the school, and they support the leadership team well. They are very sensitive to the opinions and needs of different stakeholders and do a good job in ensuring that all are listened to and provided for. They highly value the staff team and take care of their well-being, making sure that they feel valued.
There is a well organised and well-resourced curriculum, in which children encounter the school’s inclusive values and learn how to put them into practice. Attainment in school is generally high, and this is reflected in the curriculum which includes challenges for the most able pupils. The curriculum is accessible for the vast majority of pupils and takes into account different learning styles. Pupils are given the opportunity to demonstrate their achievement, even when there are barriers. Classrooms are well organised so that there is good universal provision which makes the curriculum accessible for most pupils. Displays that avoid cognitive overload, visual timetables and working walls, concrete apparatus for mathematics, well established routines and calm areas for regulation make the classroom environments welcoming for pupils with additional need, but also benefits all pupils.
Adaptation is used to support learners when they need it. Staff are well trained and use a variety of adaptations, ranging from very simple prompts that can be used independently, more individualised scaffolding such as sentence starters and right through to additional adult support. There is a focus on independence and all learners do all the tasks that they’re capable of independently. There is a robust assessment and planning cycle. Assessment for learning takes place and is used well within lessons. Procedures and structures for summative assessment work well and enable good provision mapping for those children with additional needs or gaps in their learning and provide information for curriculum development.
The children’s behaviour is excellent in school, and they can describe and recognise behaviour that fits in with the school’s values and ethos. They learn to be good citizens, through their ambassador roles and opportunities for other leadership roles such as playground buddies and school counsellors. Through the “Mini Vinnie’s” club they have opportunities to put their values and beliefs into action to support their local and the global community. The school’s behaviour policy recognises the importance of relationships and promotes a reflective response to behaviour that is not within the ethos of the school. The policy provides a good guide for staff so that they respond consistently, and good use is made of the behaviour data that leaders collect. They look for patterns of behaviour and identify and address the cause.
Parents’ views of the school are exceptionally positive. There are many opportunities for them to engage and be part of their child’s development and education and, as a group, they engage well. Community events are particularly well supported and valued, including those connected with the church. A welcome mass is held for the Reception class each year and the school plays a pivotal role in helping families celebrate the first communion of their children, with a community breakfast provided in school after the service. There is an active Parents and Friends Association which organises community events and raises money for the school. They make sure that there is a social event for pupils once each month. Parents of children with additional needs are well supported with a sensitive approach and good communication and support is in place.
The school collaborates well with partners to ensure that the children get the best education possible. Children learn about the wider world through the curriculum and there are many opportunities to reflect upon and discuss the school’s values in this context. Work with CAFOD and the St Vincent DePaul charity encourages children to Live Simply, Live Sustainably and Live in Solidarity and provides an excellent opportunity for them to see that their values have impact in the real world. Links have been established with a school in Cadiz which is proving to be a valuable learning tool, and this is an area that teachers would like to develop further.
