Ofsted Inspection Report

(February 2023)

Inspection of a good school: St Mark’s CofE Primary School Oxenholme Lane, Natland, Kendal, Cumbria LA9 7QH

Inspection dates: 15 and 16 February 2023

Outcome

St Mark’s CofE Primary School continues to be a good school.

What is it like to attend this school?

Pupils are happy at St Mark’s Church of England Primary School. Governors’and leaders’values permeate through the school and are reflected in thepositive attitudes of pupils. Pupils are polite, friendly and welcoming. They understand the importance of treating each other fairly and with kindness. Staff have warm and supportive relationships with pupils. Pupils know that adults in school will help them to resolve any concerns that they may have. Leaders deal with bullying quickly and stop it from happening again. This helps pupils to feel safe.

Leaders have high expectations of pupils’ learning and behaviour. These expectations are clearly understood by staffand pupils. Pupils conduct themselves wellin lessons and around school. They enjoy their learning and are enthused by the activities and experiences that their teachers provide. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

Pupils value the opportunity to celebrate each other’s positive actions. Pupils recognise values such as friendship, forgivenessand endurancein each other and nominate other pupilsfor an award. They explain how other pupils have demonstrated one of the values in practice and this is then celebratedby the school community. This helps pupils to build self-esteem andalso helps them to become compassionate andempathetic members of society.

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

Leaders have designed a broad and ambitious curriculum from the early years to Year 6. They have deliberately constructed the curriculum so that pupils can make links between learning in different subjects. Leaders have chosen awide range of trips, visits and projects to enhance the curriculum. In most subjects, leaders have identified the important knowledge that pupils should acquire and when. As a result, pupils, including those with SEND, are successful in their learning. However, in a small number of subjects, leaders are reviewing the curriculum. This is because they have not broken down the essential knowledge that pupils should learn into smaller steps of learning. In these subjects, pupils do not build their knowledge as successfully.

Pupils who may have additional needs are quickly identified. Leaders ensure that these pupils get the help that they need to access the same ambitious curriculum as their classmates. Pupils with SEND are supported effectively with their learning.

Leaders ensure that teachers are supported to teach the curriculum well. Teachers have a secure knowledge of the subjects that they teach. They revisit prior learning effectively and ensure that pupils are secure in this before they move on to new learning. In most subjects, teachers identify pupils’ errors and misconceptions quickly and address these swiftly. This helps pupils to achieve well. However, in a small number of subjects, leaders have not developed effective assessment strategies for teachers to check if pupils are learning and remembering the intended curriculum.

Leaders have prioritised reading. Pupils read widely and often in and out of school. Pupils enjoy the regular opportunities that they have to read with younger pupils and also with the school guinea pigs. This has encouraged some reluctant readers to read more often and to develop a love of reading. Leaders have successfully introduced a new phonics curriculum from the beginning of the Reception Year. Pupils build phonics knowledge, over time, to become confident and fluent readers. The books that they read in school match their phonic knowledge. Those who need additional help with reading are supported effectively to catch up.

Pupils from the early years to Year 6 behave well. Some children enter the early years when they are two years old. They learn to follow established routines from a young age. Pupils are considerate of each other at breaktimes andmove sensibly around the school. They are enthusiastic about their lessons and listen attentively to their teachers. This means that lessonsare rarely disrupted by negative behaviour.

Leaders have ensured that the curriculum extends beyond the academic. Leaders provide planned opportunities for pupils ’spiritual, moral, social and cultural development. Leaders ensure that many experiences are rooted in the local community. For example, pupils have raised money for a hospice by singing in a supermarket and have also contributed to a charity for expectant mothers. Pupils engage in village events such as a lantern festival. Leaders also introduce pupils to the work of a new artist every week in assembly. Pupils learn how artists express their own views, beliefs and opinions through art. This includes artwork about racism. These varied experiences help pupils to become responsible and respectful citizens.

Governors have a clear and ambitious vision for the school. The school is well led and managed. Governors receive the information that they need to hold leaders to account for the actions that they take to further improve the school. Most staff feel that leaders prioritise their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have provided staff with training to ensure that they can identify pupils who may be at risk of harm. Leaders also provide governors and staff with weekly safeguarding updates. These ensure that they have the most pertinent information to help them keep abreast of national and local safeguarding issues. Staff report any concerns that they may have immediately. Leaders keep detailed records of these concerns.

Leaders regularly shareonline safety information with parents and carers. This helps to keep pupils safe when they are online. Leaders work closely with other agencies to secure help for vulnerable pupils and families.

Pupils are taught how to keep themselves safe. For example, they learn how to administer first aid and how to be safe in and near water.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. 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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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.

This is the second ungraded inspection since we judged the school to be good in September 2011.