Ofsted Inspection November 2016

Overall Strengths

The quality of education provided in the Early Years’ provision is good. It prepares children for the start of Year 1. In the primary phase pupils behave well and attend school regularly Safeguarding is effective. Leaders have fostered an environment where pupils are safe. In the primary phase pupils behave well and attend school regularly.

Effectiveness of Leadership and Management

Senior leaders have a wide range of information on pupils’ achievements and they know the key areas to improve. The PE and sports premium is used to provide specialist coaching throughout the year. The school uses a proportion of the funds to enable the delivery of extra-curricular activities, including gymnastics and ballet classes. In the primary phase the school’s curriculum is effective. It enables pupils to build key skills while engaging pupils in creative experiences. Pupils’ outcomes are good. The curriculum in the primary phase allows pupils to develop their spiritual, moral, social and cultural awareness. Leaders work closely with parents to help them support their children’s’ learning and well-being. This is particularly strong in the primary phase. Parents are invited regularly to join in with their children’s learning for short intervals and ‘Dads in Demand’ workshops help to engage fathers. This fosters strong communication links with parents. During the inspection, one parent said, ‘parents are always welcome’.

Governance of the School

The governing body have a clear vision for the school to be at the heart of the community of which it serves. Governors know the school well. Safeguarding The arrangements for safeguarding are effective.

Quality of Teaching Learning and Assessment

Parents report that their child is safe at school. There are clear systems and processes in place to keep pupils safe. All the required staff employment checks are conducted and staff know what to do if they have any concerns. Staff and governors have received effective training on the dangers associated with radicalisation and extremism. The school promotes reading in a variety of ways. Year 1 pupils report that they enjoy reading. All pupils used their phonics skills well. The least-able reader was confident to tackle unknown vocabulary. The most able pupil read with expression and fluency. He told the inspector, ’Reading is a fun hobby to do.’ In most lessons and across both phases, teachers check pupils’ understanding frequently and correct misconceptions. In the primary phase, a resourceful, rich environment inside and outside the classroom inspires pupils to be creative in their play and learning. Inspectors witnessed pupils developing their creative writing skills in the colourful, eye-catching outdoor area. The quality of teaching is good throughout the primary phase, enabling pupils to secure gains in their reading, writing and mathematics. Additional adults are well informed and deployed effectively, to support pupils in key stage 1. They successfully work alongside pupils during lessons, including those who need encouragement to stay focused on their learning. This helps pupils to keep up with the work and make sufficient gains in their knowledge, understanding and skills. Pupils and their parents indicate that they are pleased with the quality of teaching in the primary provision. One parent described it as ‘a hidden gem’.

Personal development and welfare

Pupils understand what constitutes bullying and know how to keep themselves safe. They told inspectors that bullying does exist and there are appropriate systems in place to help with this. Most pupils said that they feel safe in the school. They are taught how to keep safe outside of school and online. Behaviour Pupils behave well and enjoy their playtimes in the primary phase. Most pupils in this phase report that behaviour is good. Many of the pupils who spoke to inspectors were courteous and welcoming. They told inspectors that the school is now a different place where learning occurs. Most pupils look smart and take pride in their uniform. The school’s environment is free from litter in both the primary and secondary phases. Overall attendance is average across both phases and demonstrates that most pupils want to be at school. Attendance in the primary phase is much higher. Outcomes Building upon the secure Early Years foundation stage, pupils make good progress in key stage 1 in reading, writing and mathematics. The school’s Key Stage 1 predictions suggest that pupils’ progress will be in line with expectations in reading, writing and mathematics. This will be the school’s first set of key stage 1 results.

Early Years

Children in the Early Years provision benefit from having a positive learning environment that enthuses them and challenges their curiosity. Additionally, the engaging and varied curriculum allows them to develop good attitudes to learning. Children are happy and eager to learn. Leaders have established strong links with parents. This ensures that children benefit from a smooth and supportive induction into the Early Years provision. Teachers use resources effectively. They provide a range of opportunities for children to develop creative writing skills, to problem solve and to apply their learning to practical activities. Strong teaching of phonics fosters basic reading skills. Literacy and numeracy skills are promoted in a fun and meaningful way. Learning journals show children developing these skills routinely. As a result of good teaching over time, children make good progress in all areas of learning. Children are well supported by effective systems that include rewards for positive behaviour. They develop good social skills and behave well. This helps them to be successful in Year 1. During the inspection children in Reception are explicitly told how to work well with others and in pairs. Leaders of the Early Years provision have high expectations of children’s outcomes across all areas of learning and have clear plans to achieve this. They track individual children’s progress and target interventions when necessary. This facilitated the strong phonics outcomes in 2016. The proportion of all children achieving a good level of development was above the national average in 2015 and 2016, therefore preparing them well for Year 1. The proportion of disadvantaged children achieving a good level of development was below that of other children nationally in 2015 and 2016. The effect of the Early Years pupil premium is not enabling positive outcomes for all disadvantaged children in the Early Years provision.