St Leonard's CofE First School

Inspection of a school judged good for overall effectiveness before September 2024: St Leonard’s CofE First School School Lane, Dunston, Stafford, Staffordshire ST18 9AG

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Outcome

St Leonard’s CofE First School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Catherine Phillips. The school is part of Staffordshire University Academies Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), James Capper, and is overseen by a board of trustees, chaired by Mary Walker.

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What is it like to attend this school?

This is a very caring and nurturing school. Staff are committed to pupils receiving a broad education. Values of thankfulness, trust, courage, forgiveness, service and respect are integral to the work of the school. Parents and carers value the school highly.

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What is it like to attend this school?

Staff set high expectations for how pupils should behave. Pupils behave very well. They listen and concentrate for extended periods of time in lessons. Pupils are very sensible, respectful and well mannered. Pupils are happy and safe.

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What is it like to attend this school?

The school teaches pupils about taking responsibility through a range of roles such as school councillors and worship leaders. Pupils take part in a range of inclusive extra- curricular activities, including gardening, choir and computing. They visit different places of interest linked to the curriculum. For example, they visit the Ancient High House and Stafford Castle to learn about the Tudors as part of a local history topic. Pupils enjoy additional learning opportunities in the outdoor woodland.

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What is it like to attend this school?

The school is ambitious that pupils achieve well. While pupils do achieve high standards in phonics at the end of key stage 1, this is not the case for some pupils across other subject areas. The school does, however, ensure that pupils experience a smooth transfer to middle school through carefully considered arrangements. 17 December 2024

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What does the school do well and what does it need to do better?

The curriculum is broad and balanced. It is well thought through and carefully designed. The most important knowledge and vocabulary is set out from early years through to Year 4. However, some subjects are not taught as intended. In these subjects, curriculum content is not always taught at the right time to build on previous learning. The school does not always check effectively what pupils know in these subjects. This means that misconceptions are not always noticed and addressed effectively. As a result, pupils do not remember the most important concepts, knowledge and vocabulary in some subjects. This affects the standards pupils achieve in these subjects.

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What does the school do well and what does it need to do better?

Reading is prioritised. Staff have the right knowledge to teach the recently introduced phonics curriculum. They teach the phonics approach accurately. Staff explain content clearly. They provide pupils with opportunities to practise their phonics knowledge. Daily catch-up phonics sessions take place for all pupils who need them. These are working well and, by Year 2, pupils read with increased accuracy and fluency. Pupils routinely listen to staff reading stories, rhymes and poems. Consequently, pupils are developing a love of reading. Pupils achieve well in reading.

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What does the school do well and what does it need to do better?

In early years, staff and children have warm, caring relationships. The school has made several recent improvements to Nursery and Reception. The classroom environment is welcoming and is beginning to develop children’s independence. Early reading, writing and mathematics are prioritised. Children enjoy listening to stories, songs and rhymes linked to the curriculum. Staff have identified that communication and language and fine motor skills are areas where most children require further support. As a result, children take part in a range of muscle development activities such as manipulating dough and practising writing through drawing and mark making. This is beginning to impact positively on children’s outcomes in the early years.

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What does the school do well and what does it need to do better?

This is an inclusive school. Pupils with special educational needs and/or disabilities (SEND) are identified early and support is introduced in a timely way. Staff know pupils’ individual needs and have the right knowledge to appropriately support pupils with SEND. External advice is sought and acted on. Pupils with SEND are well supported.

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What does the school do well and what does it need to do better?

Pupils attend regularly. The school follows up on pupil absence rigorously, making sure that pupils’ safety and welfare are a high priority.

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What does the school do well and what does it need to do better?

Pupils take part in visits to different places of worship. They understand fundamental British values such as the rule of law. Pupils are tolerant of different faiths and beliefs other than their own. They learn about the impact of citizenship and helping others through charitable work. Each year, the school nominate a charity to support. This year, pupils are fundraising for an African education charity.

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What does the school do well and what does it need to do better?

The local governance committee and trust board understand their roles and responsibilities. Governors and trustees make appropriate checks on the work of the school. They know what the school does well and what it needs to improve. As a result, 17 December 2024 they support and challenge the work of the school effectively. Staff report that their workload is carefully managed and their well-being is supported.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, curriculum content is not taught at the right time to build on prior learning. This means that the delivery of some subjects is not sequenced well. The school should ensure that staff have the knowledge and skills to teach the most important curriculum content clearly and as part of a logical sequence, so that pupils remember important knowledge over time. n In some subjects, teachers do not assess pupils’ learning effectively. This prevents pupils from building knowledge securely. The school should ensure that staff have the knowledge and skills to accurately assess pupils’ learning in all subjects to help to address gaps in their learning effectively.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the predecessor school, St Leonard’s CofE (C) First School, to be good for overall effectiveness in May 2018. 17 December 2024

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How can I feed back my views?

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.

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How can I feed back my views?

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

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Further information

You can search for published performance information about the school.

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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). 17 December 2024

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School details

Website www.st-leonards-dunston.staffs.sch.uk

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is part of Staffordshire University Academies Trust.  The school is part of the Church of England Diocese of Lichfield.  The school’s last section 48 inspection was in June 2024.  The school runs a before- and after-school club.  The school makes use of one registered alterative provision.

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Information about this inspection

n Inspections are a point-in-time evaluation about the quality of a school’s education provision. n This was the first routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school. 17 December 2024 n Inspectors met with the headteacher and other leaders. Inspectors held a meeting with members of the trust board and local academy committee. Inspectors met with the CEO and Deputy CEO from the trust. Meetings were held with curriculum leaders, teachers and support staff. n Inspectors focused inspection activity on the following groups of subjects: early English and mathematics, history, geography and art and design. For each group of subjects, the inspectors visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.

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Information about this inspection

n Inspectors observed pupils’ behaviour and interactions during lessons, at breaktimes and lunchtimes, and spoke to many pupils during the inspection. n 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.  Inspectors considered responses to the online survey, Ofsted Parent View. This included free-text comments. Inspectors spoke to parents. Inspectors also reviewed responses to Ofsted’s online staff survey and responses to Ofsted’s pupil survey.

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Inspection team

Emma Titchener, lead inspector Ofsted Inspector

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Inspection team

Darryl Asbury Ofsted Inspector 17 December 2024 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.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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