During their time at school, most pupils make appropriate progress in the development of their literacy, numeracy and information and communication technology (ICT) skills. However, a minority of pupils across the school do not achieve the standards of which they are capable. Most pupils with additional needs make satisfactory progress from their starting points. In particular, pupils with English as an additional language make good progress as they move through the school. Many pupils across the school have positive attitudes towards learning. However, over time the school’s attendance levels do not compare well with those of similar schools. Many teachers provide purposeful learning experiences that meet most pupils interests well. These experiences develop pupils’ skills, knowledge and understanding appropriately as they move through school. Where teaching is most effective, teachers ensure that the pace of learning is good and this helps pupils to engage well with tasks. However, where teaching is less effective, teachers do not always adapt work sufficiently well to meet the needs of all pupils or take account of their prior knowledge. There are appropriate systems in place to support pupils with additional learning needs. The local authority and the diocese have not secured stable leadership for the school since the last inspection. There have been frequent changes to the school’s leadership team and nearly all appointments to senior positions have been temporary. This instability in leadership has led to a lack of a consistent strategic direction for the school. Many of the school’s systems and processes have changed frequently during this period resulting in a lack of coherence, for example in selfevaluation and improvement planning. The interim headteacher has addressed important issues at the school promptly. For example, she has restructured the senior leadership team and redefined the roles and responsibilities of staff. In addition, she has improved the opportunities that pupils have to influence the life and work of the school. Inspection area Judgement Standards Adequate and needs improvement Wellbeing and attitudes to learning Adequate and needs improvement Teaching and learning experiences Adequate and needs improvement Care, support and guidance Adequate and needs improvement Leadership and management Unsatisfactory and needs urgent improvement 2 A report on St Alban's R.C. Primary School May 2019 Recommendations R1 Establish stable and effective leadership R2 Ensure that evaluation processes focus firmly on pupils’ skills and identify the most important areas for improvement R3 Ensure that teachers adapt activities to meet the needs of all learners and build on pupils’ existing skills and knowledge R4 Improve pupils’ reading skills R5 Raise levels of pupils’ attendance R6 Address the safeguarding concerns identified during the inspection What happens next In accordance with the Education Act 2005, HMCI is of the opinion that this school is in need of significant improvement. The school will draw up an action plan, which shows how it is going to address the recommendations. Estyn will monitor the school’s progress about 12 months after the publication of this report