St Luke's Church of England Primary School

Inspection of St Luke's Church of England Primary School St Crispin Drive, Duston, Northampton, Northamptonshire NN5 4UL

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good

p.1

The headteacher of this school is Sonia Clews. This school is part of Peterborough Diocese Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Ruth Walker- Green, and overseen by a board of trustees, chaired by Andrew Scarborough. 4 and 5 March 2025

p.1

What is it like to attend this school?

This is a caring, nurturing and happy school. Pupils feel safe here. Staff know pupils and their needs extremely well. Pupils know that staff will listen and help them if they have a worry. This is a school that welcomes everyone. New arrivals soon settle in and make friends. This includes pupils who speak English as an additional language. Pupils respect each other’s differences.

p.2

What is it like to attend this school?

The school’s high expectations of pupils help them to achieve well across the curriculum. They are proud to attend this school. Pupils are polite, kind and friendly. They strive to earn ‘golden tokens’ and look forward to ‘ice lolly Friday’ for trying their best.

p.2

What is it like to attend this school?

The pastoral support that pupils receive is a strength of the school. Expert staff provide effective guidance to pupils who struggle with their emotions. Pupils value opportunities to develop friendships in the ‘keep calm and relax’ room. They enjoy playing games with their peers, while having valuable time to talk to trusted adults.

p.2

What is it like to attend this school?

Pupils develop their confidence and leadership skills by taking on roles such as peer mentors and school councillors. They make worthwhile contributions to the local community, including during visits to the nearby retirement village.

p.2

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

The school is aspirational for pupils’ academic achievement and broader personal development. The curriculum is broad, ambitious and engaging. The school has identified what pupils should learn across the curriculum. It has ensured that pupils’ knowledge builds progressively. In most subjects, pupils can recall their learning well. However, in a few subjects in the wider curriculum, pupils are not as secure or confident in recollecting some of the key knowledge they have been taught. Occasionally, pupils with particular talents are not given tasks that challenge them to achieve the highest standards. Pupils’ knowledge in these subjects is not as secure as it could be.

p.2

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

Reading is given a priority at this school. Children start learning to read as soon as they join the Reception Year. They soon learn how to blend sounds together to read simple words. The reading curriculum is well organised and the school’s approach to teaching phonics is effective. Staff quickly identify pupils who need extra help with reading. These pupils receive timely and effective support so that they keep up with their peers. Pupils, including those with special educational needs and/or disabilities (SEND), soon become eager, confident readers.

p.2

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

The school utilises a range of methods to check how well pupils are learning. Staff review pupils’ work and ask them pertinent questions to identify any gaps in pupils’ knowledge. In the main, these checks on learning provide the school with clear information about how well pupils understand and remember the knowledge that they have learned. However, these processes are still being refined. In a small number of subjects, they are not as effective in identifying, with precision, what pupils know and what they need to revisit. 4 and 5 March 2025

p.2

3

The school identifies pupils with SEND swiftly. Teachers adapt their approaches so that these pupils can access all that the school has to offer. The school places a sharp focus on developing pupils’ speech and language. This is evident in the early years, where children get off to a strong start. Children are confident, happy learners. They thrive during their ‘welly Wednesday’ lessons, when they develop their curiosity of nature. Staff model speaking in sentences effectively, and this enables children to develop their own language and communication.

p.3

3

Pupils respond well to the school’s high expectations of their behaviour. Staff model these expectations consistently. Pupils behave well in the classroom and outside. They understand the importance of kindness and trying their best.

p.3

3

The school provides pupils with a range of experiences that they may not otherwise encounter. For example, they have opportunities to visit London, take part in curling competitions and learn how to play a musical instrument. Pupils learn about faiths and cultures that may be different to their own. They speak with respect when discussing difference and diversity, stating that, ‘Everyone is different, and everyone should be friends.’ The school aims for pupils to be ambitious, confident citizens. Pupils learn about a range of careers and sample what life is like at university. They are prepared well for their next stages of learning.

p.3

3

The school not only supports pupils, but their families too. It provides a range of workshops for parents and carers so that they can support their children at home. Parents are as important as the pupils at this school.

p.3

3

Trustees and governors are extremely ambitious for the school. They are proud of all the school has to offer. Trustees have appropriate processes in place to check the effectiveness of the school. Staff are proud to work at the school. They value the support they receive to manage their workload and the consideration given to their well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a small number of foundation subjects, the school’s checks on pupils’ learning do not provide information that identifies precisely how well pupils have learned the curriculum. This means that any gaps in pupils’ learning are not highlighted and resolved as well as they could be. The school should continue to develop its work checking on pupils’ learning so that staff are able to identify exactly how well pupils have learned the curriculum. 4 and 5 March 2025

p.3

4

 In a small number of foundation subjects, leaders' high expectations of what pupils can achieve, including those with specific talents, are not realised fully. In these subjects, some pupils' recall of previous learning is not secure, and they do not achieve as well as they should. The school should ensure that its high expectations of pupils' learning and achievement are realised fully in all subjects, so that pupils achieve consistently well across the curriculum.

p.4

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.

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). 4 and 5 March 2025

p.4

School details

Dates of previous inspection 17 and 18 September 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of Peterborough Diocese Education Trust.  This is a Church of England primary school which is part of the Diocese of Peterborough. The last section 48 inspection took place in June 2023. The next section 48 inspection is due in 2027.  The school does not make use of alternative provision.  The school runs a breakfast club.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form 4 and 5 March 2025

p.5

6

provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

p.6

6

 Inspections are a point-in-time evaluation of the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account of their evaluation of the school.  Inspectors met with the headteacher and other leaders. The lead inspector met with members of the board of trustees, including the chief executive officer of the trust board.  Inspectors carried out deep dives in these subjects: early reading, mathematics, geography and music. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also considered the curriculum in some other subjects.  The lead inspector listened to pupils read to a familiar adult.

p.6

6

 Inspectors observed pupils’ behaviour in lessons and around the school site. In addition, they met with pupils informally and formally to hear their views.  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 the views of parents through their responses to Ofsted’s online survey, Parent View. Inspectors also considered the views of staff through Ofsted’s online survey for staff. Inspectors spoke to parents at the start of the school day.

p.6

Inspection team

Kirsty Norbury, lead inspector His Majesty's Inspector

p.6

Inspection team

Dawn Ashbolt Ofsted Inspector 4 and 5 March 2025

p.6

7

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