St Andrew's Church of England Primary School

Inspection of a school judged good for overall effectiveness before September 2024: St Andrew’s Church of England Primary School Littlemoor Road, Preston, Weymouth, Dorset DT3 6AA

p.1

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that aspects of the school’s work may not be as strong as at the time of the previous inspection. The school’s next inspection will be a graded inspection.

p.1

Outcome

The headteacher of this school is Simon France. This school is part of the Diocese of Salisbury Academy 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), Mark Lacey, and overseen by a board of trustees, chaired by Sian Thornton.

p.1

What is it like to attend this school?

This school is a happy and nurturing place to learn. Pupils have warm and positive relationships with staff. ‘The Cove’ gives pupils a supportive space for them to have their emotional needs met. This helps pupils to have a positive view of school life.

p.1

What is it like to attend this school?

Following the previous inspection, the school experienced a period of turbulence which caused the quality of education to decline. As a result, pupils did not learn as well as they should. New leadership has not only steadied the ship but has made many positive changes. It has started to raise expectations of what pupils can achieve. However, some of these changes have not had long enough to take root and pupils’ learning across some subjects is uneven as a result.

p.1

What is it like to attend this school?

The school has a calm and purposeful atmosphere. Pupils follow the day-to-day routines well. They appreciate the school’s efforts to reward positive behaviour. This motivates pupils to behave well. In lessons, they work hard and co-operate with one another. Any incidents of bullying are dealt with swiftly.

p.1

What is it like to attend this school?

The school has recently increased its participation in sports tournaments. This instils pupils with a sense of pride in their school. It also helps them to understand the 13 and 14 May 2025

p.1

2

importance of teamwork. Pupils also experience a range of trips to help them deepen their knowledge of the curriculum.

p.2

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

The school experienced a period of turbulence during the pandemic with changes to staffing and leadership. As pupils restarted their education, the school did not address the gaps in their knowledge sufficiently well. Furthermore, pupils’ behaviour declined, and suspensions rose sharply.

p.2

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

New leadership has tackled these issues head-on. It is realistic that there is still more to do to improve. However, leaders do not seek quick fixes. Instead, they have made sustainable changes designed to improve the school over the long term. For example, the school prioritised addressing pupils’ behaviour. It has changed its behaviour systems so that staff and pupils understand them clearly. Pupils’ conduct is positive. There have been no suspensions of pupils in the last two academic years. In the early years, staff establish clear expectations to help children settle quickly.

p.2

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

The school has changed the curriculum to make it more ambitious. Typically, subjects identify the precise knowledge that pupils should learn so that teachers know specifically what to teach. Nevertheless, due to the historic weaknesses in the curriculum, pupils still have many gaps in their knowledge beyond English and mathematics. The school uses systems for pupils to revisit past learning to help address these gaps. However, this work is at an early stage. While some pupils’ recall of more recent learning is secure, they struggle to make connections in their learning to help them build a rich body of knowledge.

p.2

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

The school has prioritised the teaching of early reading in recent times. It moved swiftly to address the outcomes in the 2024 phonics screening check which were significantly below the national average. It has supported staff to identify accurately pupils who fall behind and help them to catch up. Pupils are learning to read quicker than in the past.

p.2

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

However, the school’s teaching of other areas of the curriculum is variable. Where it is stronger, staff match learning to needs closely. For example, younger pupils learn to write well. However, some staff do not consider well enough what pupils can already do. They provide tasks that are too easy or too hard for pupils. This includes pupils with special educational needs and/or disabilities (SEND). Consequently, pupils’ progress through much of the curriculum is patchy.

p.2

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

Furthermore, although staff have received training in the teaching of the curriculum, inconsistencies remain in its delivery. Some staff do not use the most appropriate teaching strategies or resources when introducing new learning. This makes it hard for pupils to understand new concepts and to learn the curriculum as intended.

p.2

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

The school identifies pupils with SEND swiftly. For example, it checks children’s gaps in speech and language in the early years. This helps them to get the support that they need. 13 and 14 May 2025

p.2

3

The school checks pupils’ rates of absence closely. It now has a more proactive approach to working with families so that any decline in attendance is dealt with swiftly. As a result, pupils are now attending school more regularly.

p.3

3

Pupils learn about different faiths and cultures through the help of visitors. This helps to prepare them for life in modern Britain. Pupils develop leadership skills through roles such as bronze ambassadors.

p.3

3

Staff, parents and carers are effusive in their praise for the school’s recent changes. They feel communication from leaders is a strength. This has created a strong sense of a shared vision. The trust has helped to steer the school through difficult times. Governors hold the school to account well for its progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The quality of how staff implement the curriculum is variable. On some occasions, staff do not use the most appropriate teaching strategies or resources to explain new ideas clearly. When this happens, pupils find it hard to learn new concepts. The trust should ensure that staff have the pedagogical understanding to introduce and explain new concepts clearly using appropriate resources to help pupils learn new ideas well.  On some occasions, the school does not provide learning tasks that consider well enough what pupils can already do. As a result, some pupils do not progress through the curriculum well. The trust should ensure that staff provide learning tasks that are well matched to what pupils can already do so that they build knowledge securely.  In the wider subjects, pupils have gaps in their knowledge due to historical weaknesses in the curriculum. As a result, pupils have not developed a deep, long-term knowledge

p.3

(Information for the school and appropriate authority)

and struggle to make links between areas of learning in these subjects. The trust should ensure that it continues to embed the wider subjects, check how well pupils are learning them and address gaps in knowledge accordingly.

p.3

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. 13 and 14 May 2025

p.3

4

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.

p.4

4

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in February 2020.

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). 13 and 14 May 2025

p.4

School details

Dates of previous inspection 4 and 5 February 2020, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is part of the Diocese of Salisbury Academy Trust.  This is a Church of England school in the Diocese of Salisbury. The school received its section 48 inspection under the Education Act for schools of a religious character in May 2022. The school’s next section 48 inspection will be within five school years of this date.  The headteacher took up his post in September 2023.  The school does not use any alternative provision.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 13 and 14 May 2025

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The inspector visited a sample of lessons, heard pupils read, spoke with pupils about their learning and looked at samples of pupils’ work.  The inspector met with the headteacher, deputy headteacher and wider staff.  The inspector met with the CEO, the deputy CEO and the regional director of education from the trust. He also met with members of the academy standards and ethos committee and a trustee.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.6

6

 The inspector considered key documentation, including the academy’s self-evaluation and the academy improvement plan.  The inspector observed pupils’ behaviour in lessons and around the school site.  The inspector considered the responses to the online survey, Ofsted Parent View, and Ofsted’s online survey for staff.

p.6

Inspection team

Jason Edge, lead inspector His Majesty’s Inspector 13 and 14 May 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