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Alexandra Primary School continues to be a good school.
What is it like to attend this school?
Alexandra Primary is a warm, welcoming and inclusive school. Pupils enjoy attending and are kept safe here. They know that there are adults to speak to if they need additional help.
Instances of bullying are rare. Pupils are confident that adults respond swiftly to any concerns that might arise. Leaders have ensured that effective pastoral care is provided to pupils, for example support for young carers within the school community.
Pupils behave well around the school because they are expected to do so.
Pupils study a broad and ambitious curriculum. They try hard and thi...s is reflected in the work that they produce.
Pupils are encouraged to develop the attitudes they need to be successful learners. For example, they understand that making mistakes in their learning can be a good thing because it helps them to build resilience.
Pupils appreciate the opportunities that they have to take up leadership roles, for example on the school council or as eco or play leaders.
Pupils also like being able to take part in a range of competitions. For example, they recently entered a competition to design a Christmas card for the local MP.
What does the school do well and what does it need to do better?
Leaders have designed an ambitious curriculum for pupils that matches the requirements of what is expected nationally.
The most important knowledge that pupils need to learn and remember in each subject has been clearly identified. Leaders have given careful thought to how learning develops over time so that pupils practise and embed important ideas. For example, in physical education, pupils play netball successfully because they have already learned and practised techniques for passing and defending earlier in the school.
Similarly, in mathematics, children in the early years practise counting regularly. They also learn that numbers can be made in different ways. This knowledge supports pupils in Years 1 and 2 to solve addition and subtraction problems with increasing confidence.
In Years 3 to 6, these solid foundations are built on further. Because pupils' prior learning is secure, they can tackle more complex number work, including calculations involving fractions, with greater fluency.
Teachers typically check pupils' understanding.
This enables any errors or misconceptions to be identified and addressed. However, in some foundation subjects, teachers do not focus sufficiently on the important concepts that have been identified. In these instances, pupils' understanding is not as secure.
Leaders have prioritised pupils' reading. A focus on early language starts in nursery. This is built on from the very beginning of the Reception year.
Staff have received appropriate training and, as a result, follow the agreed phonics programme consistently. Pupils have regular reading practice using books that are closely matched to the sounds that they know. Teachers check pupils' progression in reading regularly.
This ensures that additional support can be provided for those who need it, including pupils who are new to the school. As a result, pupils across the school learn to read with increasing accuracy, fluency and confidence. They develop into motivated readers who enjoy reading and being read to.
Pupils with special educational needs and/or disabilities (SEND) are swiftly identified. Leaders work with a range of specialists to ensure that the help provided is focused on pupils' needs. This information is communicated clearly with teachers who are well supported to make appropriate adaptations for pupils with SEND.
As a result, these pupils access the same curriculum as their peers.
Pupils behave well in class and around the school. This is because routines and expectations are clear and consistently applied.
As a result, learning is not disrupted, and pupils typically demonstrate positive attitudes towards school and their learning.
The curriculum is designed to ensure that pupils appreciate important ideas, such as diversity. Pupils learn about and celebrate a range of different religions and cultures.
The curriculum teaches pupils to understand that stereotypes are wrong, and discrimination should be challenged. Pupils enjoy a range of different cultural experiences, such as going to the theatre. For example, pupils have recently seen a production of 'A Christmas Carol' to complement their study of the novel.
Leaders, including those responsible for governance, have an accurate understanding of the school's strengths and priorities for further improvement.
Staff appreciate being part of this school community. They feel that leaders are approachable and considerate of their workload and well-being.
The arrangements for safeguarding are effective.
Leaders ensure that staff receive appropriate training and understand their responsibility to report any concerns that they may have.
Leaders act on referrals swiftly and make appropriate use of external agencies when required.
This ensures that pupils and their families receive the help that they need. Leaders organise strong pastoral support for pupils. This includes, for example, using approaches that aim to support and strengthen emotional well-being.
Pupils learn about how to keep safe as part of the curriculum. This includes understanding risks when working online as well as developing an age-appropriate understanding of consent and healthy relationships.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some foundation subjects, teachers do not consistently focus on the important concepts that have been identified in the curriculum.
In these instances, pupils' understanding is not as secure. Leaders should ensure that teachers routinely focus on pupils, including those pupils with SEND, securing the most important concepts as identified in the curriculum for each subject.
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 first ungraded inspection since we judged the school to be good in July 2017.
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