Holme St Cuthbert School

Inspection of Holme St Cuthbert School Mawbray, Maryport, Cumbria CA15 6QZ

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Good 21 and 22 May 2024

p.1

What is it like to attend this school?

Pupils feel very happy and proud to attend this small and friendly school. Staff provide effective support for pupils’ mental health and well-being. This helps pupils to become confident and successful learners. There is a strong sense of community that makes pupils feel that they belong.

p.2

What is it like to attend this school?

The school has a consistent and nurturing approach to support pupils to manage their behaviour. Pupils know where the boundaries are. As a result, pupils are respectful and sensitive to each other’s needs. They behave well.

p.2

What is it like to attend this school?

The school has high expectations for pupils’ academic success. It fosters pupils’ curiosity and concentration effectively from a young age. As a result, pupils generally achieve well in many subjects.

p.2

What is it like to attend this school?

Pupils have a deep appreciation of, and respect for, the many differences that exist between people. They make a positive contribution to the life of the school, for example carrying out roles that support younger pupils to settle quickly and develop good behaviour and participating fully in community and inter-school activities. Pupils, including those with special educational needs and/or disabilities (SEND), benefit from a wide variety of clubs and trips which broaden their experience. These include visits to local cities and joining clubs such as sports, arts and craft clubs.

p.2

better?

The school has designed an ambitious, high-quality curriculum which is enhanced with rich experiences. These enrichment opportunities ignite pupils’ interests and broaden their aspirations and horizons.

p.2

better?

In most subjects, the school has designed a curriculum which builds successfully from the Nursery provision for two-year-olds through to Year 6. Pupils, including those with SEND, achieve well in these subjects. However, in a small number of subjects, the school is not clear about the knowledge that it wants pupils to learn and remember. This means that in some curriculums, staff do not know what the most important knowledge is to teach. As a result, this hinders how well some pupils learn and recall important information.

p.2

better?

The school identifies the additional needs of pupils with SEND accurately. Staff are well trained to meet the needs of these pupils so that they learn the same curriculum content as their peers. These pupils build positive relations with staff and their peers. They mostly achieve well.

p.2

better?

The school has prioritised the teaching of reading. Staff benefit from regular, specific training to support pupils to recognise and read sounds. This precise training ensures that the approach to the teaching of phonics across the school is consistent and effective. By the end of key stage 1, pupils, including those with SEND, become fluent readers. 21 and 22 May 2024

p.2

3

Pupils demonstrate a love of reading. They use a range of subject-specific vocabulary across the curriculum. Pupils spoke positively about their favourite books and enjoy using the well-resourced school and local libraries.

p.3

3

Older pupils enjoy acting as positive role models for younger pupils. Across the school, pupils listen to their teachers and stay focused on their learning. Outside of lessons, pupils demonstrate good manners and show respect towards staff and each other.

p.3

3

The school has high expectations of pupils’ attendance and punctuality. It works closely with parents and carers to overcome any barriers that may prevent pupils from attending school as often as they should. As a result, pupils are rarely absent.

p.3

3

The school ensures that pupils are extremely well prepared for life in modern Britain. Pupils understand very clearly that all people are equal and know about the protected characteristics. They have a firm understanding of the different faiths in the world and how to avoid stereotypes. Pupils have a voice in the school and contribute extremely well to decisions about helping the school to be even better. For example, pupils have helped to choose some of the huge array of extra- curricular activities offered, such as chess, art, tennis, crafts and block-building clubs. There is a very strong uptake across these opportunities. Pupils access a vast range of opportunities to learn about the wider world through trips to different areas of the country and a residential visit. These help pupils to learn more about the diverse world that they live in.

p.3

3

Governors provide effective support and challenge to the school to continually improve the quality of education that pupils receive. They, alongside the school, have an expectation of ongoing improvement and carefully decide priorities with consideration to staff’s work–life balance. For example, governors bring necessary changes in over a realistic time period. Staff value the training and support that they receive to help them do their jobs well. They are proud to work at the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a small number of subjects, it is not clear what knowledge pupils should learn. This means that from time to time, staff do not know precisely what should be taught and how this links to earlier learning. As a result, there are a few gaps in some pupils’ knowledge. The school should ensure that the key knowledge is clearly identified so that pupils make connections with earlier learning and achieve well in these subjects. 21 and 22 May 2024

p.3

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 21 and 22 May 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 1 March 2023, under section 8 of the Education Act 2005

p.5

Information about this school

 The school does not use any alternative provision for pupils.  The school offers provision for two-year-old children in the early years.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record, took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The lead inspector spoke with members of the governing body, including the chair 21 and 22 May 2024

p.5

6

of governors. He also spoke with a representative of the local authority.  The lead inspector listened to pupils from Years 1 to 3 read to a familiar adult.  Inspectors carried out deep dives in these subjects: early reading, mathematics and religious education. They met with subject leaders and with teachers. Inspectors visited lessons, looked at examples of pupils’ work and talked with groups of pupils about their learning.  Inspectors also considered the curriculum in a number of other subjects, through discussion with staff and reviewing samples of pupils’ work.  Inspectors met with leaders who are responsible for attendance, behaviour and pupils’ personal development.  Inspectors looked at a range of policies and documentation relating to pupils’ welfare and education. They observed pupils’ behaviour during lessons and around school.  Inspectors met with parents at the start of the school day. They took account of

p.6

6

the responses to Ofsted Parent View, including the free-text comments.  Inspectors spoke with staff about their workload and well-being. They also took account of the responses to Ofsted’s online survey for staff.  Inspectors spoke with groups of pupils about their experiences at school. They took account of the responses to Ofsted’s pupil survey, including the free-text comments.

p.6

Inspection team

Keith Wright, lead inspector Ofsted Inspector

p.6

Inspection team

Ian Hardman His Majesty’s Inspector 21 and 22 May 2024

p.6

7

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7