St James Church of England Primary School

St James Church of England Primary School

Address: Harlestone Road, St James, Northampton, Northamptonshire, NN5 7AG Unique reference number (URN): 141724

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Personal development and wellbeing Strong standard

The school's personal development offer is impressive. Leaders and staff are committed to providing pupils with a wide range of opportunities that prepare them well for life in modern Britain. The positive impact on pupils is tangible. Pupils develop a sophisticated understanding of the fundamental British values. They appreciate their importance and relevance to their lives now and in the future. Pupils are similarly aware of the importance of celebrating difference. This is rooted in their impressive knowledge and appreciation of different faiths and cultures. Pupils contribute to their local community, including taking part in charity events and working on projects to support adults with dementia. They help to create a sense of community in the school and develop leadership skills by taking up roles as wellbeing ambassadors, school councillors and eco-warriors.

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Personal development and wellbeing Strong standard

Pupils' learning about culture and society is enhanced through a wide range of educational visits and experiences. They celebrate religious festivals including Diwali and Eid. Pupils visit a Sikh temple, attend the pantomime and mark Remembrance Day and Black History Month. They take part in residential visits to build their resilience and independence. The school 'gatherings' provide meaningful and very well-considered opportunities for pupils to come together to discuss and reflect on important issues, to take part in activities, including singing, and to feel part of a community that is cohesive and diverse.

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Personal development and wellbeing Strong standard

Leaders have ensured that the personal development offer is carefully tailored to the school's context and pupil cohorts. The school has ensured there are no limits on the participation of disadvantaged pupils. Pupils take part in school-run 'summer schools' which enable them to experience trips to country parks, cooking and bicycle rides, for example. Pupils develop their self-awareness and sense of responsibility as they learn about healthy lifestyles and relationships, as well as how to keep themselves safe. They feel well cared for and would confidently take up the school's highly-effective pastoral offer, should they need to.

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Achievement Expected standard

Pupils achieve well. They progress well through the curriculum from various starting points. Pupils who speak English as an additional language receive the support that they need to develop their language and successfully access and learn the school's curriculum. Leaders ensure that pupils with special educational needs and/or disabilities, particularly those with high levels of need, develop their knowledge and skills. Disadvantaged pupils often make progress from their starting points that is better than that of their peers nationally. Overall, pupils achieve outcomes at the end of key stage 2 that are broadly in line with their peers nationally. Recently, more pupils at the school than those nationally, have achieved the higher standard in their mathematics assessments. Pupils learn to read fluently by the time they leave the school. The phonics outcomes do not consistently reflect this, but pupils

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Achievement Expected standard

make progress from their often-low starting points and catch up quickly.

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Attendance and behaviour Expected standard

Leaders monitor pupils' attendance closely. They evaluate the barriers to pupils' attendance and introduce strategies to help pupils overcome these barriers. As a result, pupils attend well. Those who struggle to attend as well as their peers improve their attendance over time. Leaders build relationships with families and use personalised strategies to ensure that pupils feel comfortable and attend more regularly. Pupils with special educational needs and/or disabilities (SEND) in mainstream classes attend very well. Those attending the school's specially resourced provision and the 'Ark' provision for pupils with SEND receive the support that they need to improve their attendance, sometimes from low starting points. Leaders use part-time timetables appropriately and effectively to help these pupils attend full time and to be successful in the long term.

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Attendance and behaviour Expected standard

Leaders have established high expectations of pupils' behaviour. Staff apply these expectations consistently and pupils behave respectfully. The school environment is calm and focused. Pupils engage well with their learning. They take pride in their work and their achievements. Pupils enjoy the positive relationships they establish with staff and one another. They do not worry about bullying. Staff are caring and supportive and make reasonable adjustments for pupils when necessary, such as providing sensory spaces and opportunities for calm reflection.

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Curriculum and teaching Expected standard

School and trust leaders have developed an ambitious and well-sequenced curriculum. The curriculum has been carefully designed to provide pupils with the knowledge and skills that they need, as appropriate to their age and the broad range of subjects they study. For example, pupils learn about fair tests in science and about change over time in history. Leaders ensure that staff teach this curriculum well, using their secure subject knowledge and understanding of how pupils learn. They provide pupils with opportunities to revisit previous learning and to gradually build their knowledge. Teachers adapt learning opportunities well to meet the needs of pupils with special educational needs and/or disabilities and pupils who speak English as an additional language.

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Curriculum and teaching Expected standard

Teachers check pupils' understanding and provide them with helpful advice about how to improve. However, there are occasions when teachers could support pupils more effectively to move their learning on. Occasionally, this is in relation to foundational knowledge such as letter formation and mathematical operations. On other occasions, this regards meaningful opportunities for pupils to deepen their thinking.

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Curriculum and teaching Expected standard

Leaders and teachers are alert to pupils who have not secured essential knowledge and skills in relation to reading, mathematics and spoken communication. They provide a range of support for pupils to help them to catch up, for example small group teaching and targeted strategies in the classroom.

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Early years Expected standard

Children get off to a positive start in the early years. Leaders have thoughtfully designed a curriculum which sets out what children should learn and when, in order to be ready for key stage 1. They ensure that the curriculum is responsive to the specific needs and interests of each group of children who join the setting, including 3-year-olds. This helps children to make progress through the curriculum.

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Early years Expected standard

Staff engage in a positive and caring manner with children. They use most of their conversations with children well to enable them to develop their understanding. Some children enter the early years needing additional support to develop their speech and communication. Staff have received training to ensure that they provide the best possible support to those children who need extra help. Reading is prioritised. Staff deliver phonics effectively and help children to catch up when they have low starting points. Children gain an understanding of how to read and write, which sets them up well for their next steps.

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Early years Expected standard

Leaders build positive relationships with parents and carers, ensuring that they are informed about their children's progress and enjoyment of school. Children in the school's Nursery provision are happy and staff prepare them well for their transition to Reception.

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Inclusion Expected standard

The foundation of the school's culture is inclusion. From the moment that pupils arrive at the school, whether in the Nursery or subsequently, staff ensure that they are known as individuals. Staff quickly identify pupils' needs. They receive high-quality training and confidently use strategies to sustainably reduce any obstacles to pupils' engagement in school life. Staff are committed to supporting pupils. They deliver the school's pupil premium strategy in such a way that pupils participate fully in their learning and wider opportunities.

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Inclusion Expected standard

Leaders establish constructive relationships with external partners, including the local authority. Pupils with special educational needs and/or disabilities (SEND) receive the right support at the right time. This is particularly evident in the school's 'Ark' and 'PARC' provisions. Pupils in the 'Ark' gain the help that they need to develop their communication skills. Leaders ensure that pupils are provided with appropriate pathways to enable them to learn successfully. Staff in the 'PARC' provide bespoke support to pupils with social, emotional and mental health needs. Pupils become more confident, sociable and able to participate successfully in classroom environments. Leaders monitor closely how well pupils, particularly those in the 'Ark and 'PARC' and any pupils attending alternative provision, achieve and ensure that personalised strategies are adapted as necessary.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, have created an ethos and a culture rooted in care, ambition and respect. Every decision is made with the best interests of pupils at its heart. Leaders pay particular attention to pupils who face barriers to their learning. They have established systems and processes which ensure that pupils receive the help that they need to feel comfortable, valued and to be successful. The trust and those responsible for governance fulfil their roles effectively and provide the right challenge and support to school leaders.

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Leadership and governance Expected standard

Leaders know that to deliver for the pupils, staff need to receive the right support. This is undoubtedly the case. Staff are effusive in their praise for leaders regarding the help that they receive. This relates to the professional learning offer which helps staff to improve their practice and to develop themselves professionally and, in many cases, ultimately take on leadership roles. It is also relevant to the significant consideration that is given to staff workload and wellbeing. Staff feel listened to and respected.

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Leadership and governance Expected standard

Leaders identify the right priorities and take action which has a positive impact on pupils' experiences of school. They have brought about improvements in pupils' achievement, attendance and behaviour. They provide pupils with an inclusive environment which contributes significantly to their personal development. In relation to a small number of areas of the school's work, leaders are not as evaluative as they could be about the impact of their strategies, for example regarding some aspects of their work to improve pupils' attendance and some aspects of their work to evaluate how well different pupil groups achieve.

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What it's like to be a pupil at this school

Pupils value their place in the welcoming and inclusive community at St James Church of England Primary School. They enjoy coming to school, feel safe and attend well. Pupils experience lessons that are purposeful and help to prepare them for their next steps. They engage positively with their learning in the classroom. This is enhanced further by teachers' enthusiasm about the subjects they teach and the ambitious and supportive environments they create. Pupils with special educational needs and/or disabilities (SEND) benefit from personalised support in mainstream classes and particularly in the 'PARC' specially resourced provision and the school's 'Ark' provision. They thrive as a result of the knowledge, enthusiasm and skill of staff. Pupils who speak English as an additional language, including those new to speaking English, are welcomed by staff and pupils alike. They develop their language skills and participate, as all pupil groups do, fully in the life of

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What it's like to be a pupil at this school

the school. Leaders ensure that any potential barriers to disadvantaged pupils' success or sense of belonging at the school are swiftly removed. Many pupils start their school day with bagels and friendly conversation with staff and their peers.

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What it's like to be a pupil at this school

As active contributors to the school community, pupils hold themselves accountable and behave well. Pupils treat one another with respect and form strong, positive relationships with staff. They enthuse about the wider opportunities that the school provides which are consistently of high quality. Pupils learn musical instruments, complete 'values passports' and take part in British Sign Language singing performances. They broaden their horizons during their time at the school as they learn about themselves and the world in which they live. The school's aspirational approach supports pupils to set the bar high for themselves, including through careers weeks and university experiences. Leaders ensure that pupils are not only exposed to these opportunities, but provided with an understanding of how to achieve their goals.

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Lead inspector:

Matthew Fearns-Davies, His Majesty's Inspector

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Team inspectors:

Lesley Stevens, Ofsted Inspector Ian Pearson, Ofsted Inspector Chrissie Barrington, Ofsted Inspector

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Next steps

• Leaders should ensure that the teaching of the curriculum is consistently high quality so that pupils consistently have the most meaningful opportunities to move their learning on. • Leaders should ensure that their evaluation and oversight of school performance is as insightful as possible so as to maximise the improvements to pupils' outcomes.

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About this inspection

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.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with those responsible for governance, including the vice-chair of trustees and the chair of the school forum, the CEO and members of the trust central team, the headteacher and other members of the senior leadership team during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. The school's most recent section 48 inspection took place in May 2024.

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About this inspection

The school's specially resourced provision for pupils with special educational needs and/or disabilities caters for 6 pupils with social, emotional and mental health needs.

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About this inspection

The school makes use of one registered alternative provision.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 69% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 79% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 76% 72% Close to average

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average

2023/24 (final) 72% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 78% 74% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 53% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2022/23 (final) 50% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 67% 59% Close to average

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average

2023/24 (final) 69% 58% Close to average

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average

2022/23 (final) 55% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 60% 61% Close to average

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average

2022/23 (final) 55% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 5.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2023/24 (3 term) 14.2% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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