St Andrew's C of E Primary School

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Nicola Dallibar Headteacher St Andrew’s C of E Primary School Nursery Waye Uxbridge Middlesex UB8 2BX

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School

This letter sets out the findings from the monitoring inspection that took place on 25 January 2024, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and took place because the school has received two successive judgements of requires improvement at its previous graded (section 5) inspections.

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School

The purpose of a monitoring inspection is not to grade the school’s overall effectiveness, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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School

During the inspection, I discussed with you, other leaders, governors, a representative of the local authority and a representative of the Diocese of London the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also reviewed school improvement plans, visited some lessons and held meetings with teachers and pupils. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to become good.

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Leaders have made progress to improve the school, but more work is

The school should take further action to:

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Leaders have made progress to improve the school, but more work is

make sure all essential knowledge and vocabulary are made explicit in curriculum subjects.

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Main findings

Since the previous inspection, leaders made substantial changes to the school’s curriculum. Some subjects have been completely redesigned. In some other subjects, thinking has been reviewed and improved. The school now sets out more clearly than in the past the important knowledge and skills that pupils need to learn. Typically, subject content is sequenced effectively to support pupils to build on what they learned before and develop cumulative knowledge. Changes to the curriculum are implemented appropriately. The school provides effective training and support for teachers to implement the changes to the curriculum. Pupils have frequent opportunities to recall previously learned content. Teachers check that pupils know and remember important information. Any gaps in pupils’ knowledge are addressed. Leaders check that the curriculum is having the desired impact on what pupils know and can do. The school

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Main findings

knows there is still work to do to make sure that all the areas for improvement from the previous inspection are addressed in full. This is because in a few subjects not all essential knowledge and vocabulary are set out clearly so that teachers know what the school expects pupils to know and understand. The school is aware that changes are not fully embedded.

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Main findings

The school continues to place a high priority on reading. Pupils have many opportunities to read and enjoy books. Pupils at the early stages of learning to read receive daily phonics teaching from staff who have received appropriate training.

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Main findings

Suitable plans are in place to address the areas for improvement. The governing board has taken part in training to improve its knowledge and skills. This helps members to provide focused challenge and support to leaders on the quality of education that the school provides. Leaders and the governing board check that the actions taken lead to improvements and are having the desired impact. They consider the views of staff on matters that may have an impact on their workload and well-being. School staff are supportive of the changes that leaders have introduced. Many parents and carers were appreciative of the communication they receive from the school about their children’s curriculum.

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Main findings

The school makes the most of external support and challenge. This includes from the local authority, the diocese and other local schools. Leaders work collaboratively with external advisers, for example, to check the suitability of action planning. Reviews of subjects and teaching help leaders to check that the curriculum is being delivered as securely as intended.

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Main findings

I am copying this letter to the chair of the board of governors, the director of education for the Diocese of London, the Department for Education’s regional director and the director of children’s services for Hillingdon. This letter will be published on the Ofsted reports website. Yours sincerely

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