St Leonard's CofE (A) Primary School

St Leonard's CofE (A) Primary School

Address: Syerscote Lane, Wigginton, St. Leonard's Cof E Primary School and Nursery, Tamworth, Staffordshire, B79 9DX Unique reference number (URN): 124345

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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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Achievement Strong standard

Pupils’ achievement in national tests is broadly above average. Pupils perform particularly well in the Year 1 phonics screening check and the multiplication tables check at the end of Year 4. The small number of pupils in each year group results in some fluctuations in pupil outcomes over time. However, pupils achieve strongly from their starting points and are consistently well prepared for their next stage in education.

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Achievement Strong standard

Pupils build strong foundations in reading, writing and mathematics. They make secure progress through the curriculum and remember what they learn well. Achievement across the wider curriculum is also positive. Pupils apply what they know to new contexts effectively. They demonstrate this through the high-quality work they produce and the articulate way they talk about their learning.

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Achievement Strong standard

Staff regularly check what pupils know and plan teaching that helps pupils to take their next step with confidence. This means that disadvantaged pupils and pupils with special educational needs and/or disabilities make good progress from their starting points. They gain the knowledge and skills that they need for future learning.

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Attendance and behaviour Strong standard

Leaders have created a calm and welcoming environment, which motivates pupils to come to school regularly and learn successfully. Attendance rates are above national averages, and persistent absence is much lower than seen nationally. Leaders analyse attendance information carefully to identify patterns and act quickly where pupils face barriers to regular attendance. They work closely with families and external agencies to provide timely support. As a result, attendance remains high for pupils who need the most help.

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Attendance and behaviour Strong standard

Pupils behave very well, both in and out of lessons. Staff have high expectations, which pupils understand and respond well to. From the early years, children are taught how to be curious and engaged learners. Older pupils display self-discipline in lessons. Those who struggle with their feelings benefit from highly purposeful and targeted support. This helps them learn to work and play well with others.

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Attendance and behaviour Strong standard

Older pupils are positive role models. For example, they support children in the early years to settle into school through the buddy system. Pupils are polite and welcoming. They work and play together well in an atmosphere of mutual respect. Bullying is not tolerated, and pupils are confident that concerns are dealt with quickly and effectively.

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Curriculum and teaching Strong standard

Leaders have an accurate understanding of how well the expertly constructed curriculum is being delivered across the school. They regularly consider the impact of teaching and use this information to make improvements. Teachers are well trained and have secure subject knowledge. Furthermore, they have high expectations of pupils. The most able pupils, for instance, often complete learning that extends and deepens their understanding. Leaders are now working to ensure that these opportunities are consistently available across all subjects.

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Curriculum and teaching Strong standard

The curriculum is broad, ambitious and helps children build knowledge step by step. Leaders prioritise reading. All pupils receive effective support to begin to read quickly. The well-established phonics programme is taught effectively. Leaders also ensure that pupils gain the fundamental skills they need to succeed in writing and mathematics. Teachers routinely check pupils' understanding. They guide pupils to make improvements in their work, and any gaps in knowledge are swiftly addressed. This helps pupils to catch up with essential learning quickly.

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Curriculum and teaching Strong standard

Teaching is inclusive. Staff know pupils well and make effective adjustments to teaching and the environment so that disadvantaged pupils, and those with special educational needs and/or disabilities, can take part fully. A range of strategies are used to make lessons accessible, such as visual prompts, movement breaks and the precise deployment of additional adults. This helps every child feel confident and ready for their next stage of learning.

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Early years Strong standard

Leaders have developed the curriculum in the early years effectively so that children make a very positive start to their school journey. They understand the importance of children building secure foundations for future learning. Staff receive ongoing training that enables them to interact skilfully with children. Throughout the school day, children are expertly guided to develop their communication skills and learn new words. They demonstrate good levels of language development when accessing carefully planned activities alongside their friends.

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Early years Strong standard

The school's phonics programme is delivered expertly, enabling children to learn to read swiftly. They use the sounds that they know to begin to write independently. Thoughtful learning opportunities allow children to practise and apply the skills they have been taught with increasing independence. Children’s personal, social and emotional development is prioritised. Consistent routines support them to manage their feelings and grow in confidence.

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Early years Strong standard

Staff build positive relationships with parents and carers. They quickly get to know children’s interests and any barriers to learning. Early identification of special educational needs and/or disabilities is prioritised. Children’s needs are met through precise adaptations and well-targeted support. This helps them to progress well through the curriculum. Children are very well prepared for the demands of Year 1.

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Inclusion Strong standard

Leaders ensure that pupils’ needs are identified swiftly and accurately. The high-quality training that staff receive supports them in recognising pupils' barriers to learning and wellbeing. There are clear systems in place to make sure pupils receive the support they need at the time that they need it. Staff work in close partnership with parents and external professionals to overcome difficulties and provide this support. This helps pupils feel safe, valued and included in all aspects of school life. Staff make highly effective adaptations to their teaching. This means that all pupils, including those with special educational needs and/or disabilities (SEND), are able to access the full curriculum. Pupils with SEND benefit from consistent daily routines and receive support from skilled staff. Provision is reviewed and adapted regularly to meet pupils’ changing needs. As a result, their barriers to learning and wellbeing reduce over time.

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Inclusion Strong standard

Leaders and staff are committed to ensuring that pupils who face any barriers to learning experience success. Disadvantaged pupils participate fully in a range of extensive opportunities beyond the classroom. This is because leaders make effective use of additional funding. Their carefully chosen strategies make a difference to these pupils and create a positive, supportive atmosphere, where every pupil can flourish.

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Leadership and governance Strong standard

Leaders have a clear and ambitious vision for the school. They understand the school’s strengths well and have thoughtfully shaped the curriculum and wider experiences to meet pupils’ needs. Leaders check the impact of their work through regular data discussions, lesson visits and pupil voice. They respond quickly when changes are needed.

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Leadership and governance Strong standard

Governors know the school well. They understand their statutory responsibilities and share leaders’ vision. Governors check that their actions are making a difference. They provide appropriate challenge and support to leaders to consistently improve the school. Leaders and governors make decisions together that place pupils’ needs at the centre of their work.

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Leadership and governance Strong standard

Staff value leaders’ consideration of workload. Staff meet the high expectations set for them because they feel genuinely valued as members of the school community. Leaders involve staff in decision-making. This helps them to play an active role in developing the school further. Professional learning is based on up-to-date research about how pupils learn. Staff are skilfully developed to provide high-quality education and care so that pupils consistently achieve well.

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Leadership and governance Strong standard

Parents appreciate the school’s caring ethos and dedicated staff. They value the wide range of enrichment opportunities on offer. Leaders continuously review their practice to look for areas to improve and develop further. This is because they are determined to achieve the best possible outcomes for their pupils.

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Personal development and wellbeing Strong standard

Leaders have created a bespoke personal development programme. It is constantly refined and adapted to meet pupils’ needs. Leaders ensure that all pupils, including those who are disadvantaged, access experiences that broaden their horizons and allow them to follow their interests. Carefully planned nurture provision provides emotional regulation and social development for those pupils who need support.

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Personal development and wellbeing Strong standard

The personal, social, health and economic curriculum is coherent and embedded. It is thoughtfully adapted by leaders to meet pupils’ needs and their local context. Pupils can talk confidently about what they have learned in lessons. For example, they know how to manage risks to their wellbeing, both online and in the local community. They are aware of how to stay physically and mentally healthy and can explain the importance of equality. Pupils demonstrate a secure understanding of British values, protected characteristics and their own school values.

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Personal development and wellbeing Strong standard

Pupils benefit from an exciting and ambitious variety of enrichment activities. They speak with enthusiasm about visits to museums, places of worship and residential stays. They value the many opportunities they have to take part in sporting and musical events. Pupils are introduced to a range of careers and are taught about the importance of managing money wisely.

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Personal development and wellbeing Strong standard

Pupils take on meaningful leadership roles on the worship committee and as sports leaders, eco ‑ councillors, librarians and school councillors. They speak proudly about their responsibilities and enjoy supporting younger pupils. The popular ‘headteacher for a day’ role allows a pupil to be elected each term to introduce a new initiative. These have included house competitions and quizzes and a lending library for the local community. The school’s recent work to develop outdoor play has strengthened social development, with pupils experiencing enjoyable, activity-based and inclusive play and learning. Pupils are proud of their school and benefit from a caring, inclusive ethos. They are very well prepared for life in modern Britain.

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

Pupils at St Leonard’s CofE (A) Primary School are proud of their school, where everyone is nurtured and valued. Attendance is high because pupils enjoy coming to school. They are safe, happy and confident. Pupils feel they belong and value their relationships with staff and each other.

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

Pupils behave very well, both in lessons and around the school site. They engage positively in their learning because the curriculum is inspiring, taught well and extends beyond the classroom. Pupils describe a community built on kindness and respect where bullying is not tolerated. They say that adults act quickly to resolve any concerns.

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

Staff know pupils and their families extremely well. This means that any barriers faced by pupils are swiftly identified as soon as they start school. Support is put in place to ensure that all pupils, including those with special educational needs and/or disabilities, can succeed and thrive.

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

The school motto, ‘Growing in faith and learning,’ is reflected in the good progress made by pupils and their above-average achievement in national assessments. Pupils’ personal growth is also prioritised. They benefit from a wide range of enrichment opportunities that support their growth into resilient and responsible young citizens.

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

Pupils appreciate the variety of experiences on offer. These include educational visits, leadership roles, community events and extra ‑ curricular clubs, which all pupils take part in. They talk enthusiastically about their aspirations for the future and are very well prepared for life in the wider world beyond their local community.

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Lead inspector:

Claire Medhurst, His Majesty's Inspector

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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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Next steps

Leaders should ensure that higher attaining pupils in key stage 2 consistently have opportunities to work at greater depth across the curriculum.

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About this inspection

The chair of the board of governors in this school is Rev Debra Dyson.

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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 school leaders, including the headteacher and assistant headteacher, during the inspection. They also spoke with representatives of the governing body, the local authority and the diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of one registered alternative provision.

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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.

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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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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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national average

2022/23 (final) 57% 60% 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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average

2022/23 (final) 71% 73% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 81% 74% Close to average

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average

2022/23 (final) 71% 73% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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Persistent absence

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

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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. 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

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

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