Flixton Primary School

Highlights from Latest Inspection

Outcome

Flixton Primary School continues to be a good school.

What is it like to attend this school?

Pupils said that Flixton Primary School is 'like a second home'.

They told inspectors that the school is a happy place to learn. This is a sentiment held by staff, parents, carers and pupils alike.

Pupils feel safe in a nurturing and supportive environment.

They know that staff care about them. Pupils trust staff to help them when they need support.

Leaders and teachers want everyone to achieve well.

They are successful at making this happen. Adults have high expectations of all pupils. Pupils are keen to learn.

Teachers make learning exciting, e...ngaging and relevant for all pupils.

Pupils behave well. They are polite and well mannered.

Adults sort out upsets quickly. Pupils know how to spot bullying. They said it is very unusual in school.

If it ever does occur, adults act to stop it straight away. Parents agree that bullying is dealt with effectively.

Part of the school's motto 'Believe in yourself' aptly describes how adults foster the talents of each pupil.

There are lots of opportunities for pupils to develop their confidence and character. For example, pupils enjoy learning bushcraft in the outdoor learning environment or running a pop-up restaurant for parents and friends of the school.

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

Since the previous inspection, Flixton Junior School has expanded to include the neighbouring infant school.

Leaders, staff and governors have been very successful in bringing the two schools together to form Flixton Primary School. Pupils enjoy and achieve at this newly formed school.Leaders have created a good-quality curriculum from early years through to the end of key stage 2.

The curriculum gives pupils the knowledge, skills and understanding to be confident learners in a wide range of subjects. Leaders have thought carefully about what they want to teach pupils and the order in which they want to teach new knowledge.

Teachers are knowledgeable about the subjects that they teach.

Their passion enthuses pupils, who said that they love the way teachers make their learning interesting and memorable. Teachers explain things clearly. Pupils have regular opportunities to revisit and recap important learning.

Teachers help pupils to remember important information and to make connections between different concepts and topics. Pupils achieve well.

Reading is extremely important in this school.

The school has a rich and varied supply of books. Pupils of all ages told inspectors that they really love the books that they read and the stories that teachers read to them. Some pupils said, 'You get to step into other people's shoes,' and that it 'gives you lots of new words that you can put in your writing'.

As soon as they start in the Nursery Class, children learn letters and sounds extremely well through well-planned listening activities. Adults in the early years and key stage 1 use their specialist knowledge of teaching early reading to great effect. Most pupils can read with fluency and confidence by the time that they leave Year 2.

Leaders have high expectations of all pupils. They want everyone to achieve their very best. Teachers are quick to notice and help if a pupil is struggling.

From the youngest children attending the Nursery Class to pupils in key stage 2, adults know these pupils very well and give them the right support to thrive. Pupils who are disadvantaged or with special educational needs and/or disabilities (SEND) have their needs met successfully. Leaders ensure that these pupils have the same opportunities as all other pupils.

Pupils behave well. They are friendly towards each other. Bullying is rare.

It is dealt with effectively by adults if ever it does occur.

Pupils are lively and enthusiastic outside of lessons. When they are required to settle to their learning, pupils do so quickly.

They are studious and hard-working.

Leaders ensure that pupils have access to a wide range of extra-curricular activities. This includes many trips and visits.

Pupils told inspectors how they enjoyed opportunities to learn to cook and bake. They described how their knowledge of food and cooking had improved from when they started school.

Leaders and governors meet the requirements of the Equality Act 2010.

Despite this, leaders do not seize opportunities to help pupils to make connections between the wider curriculum or to promote equality and diversity in all that they do. For example, leaders do not take advantage of displays or the school environment to reinforce messages of diversity and difference.

Staff are well supported by leaders and governors.

Governors play an effective part in holding leaders to account for the quality of the curriculum. Curriculum leaders champion the subjects for which they are responsible.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in the school. Leaders and staff prioritise the safeguarding and protection of pupils. Leaders make sure that all policies and procedures are in place and that everyone knows how to put them into practice.

Leaders are quick to act if they are concerned about a pupil. They work well with professionals outside of school to keep pupils safe.

Adults teach pupils how to stay safe and behave responsibly in different situations.

This includes when using the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders meet the requirements of the Equality Act 2010. Pupils have opportunities to learn about diversity and difference through the main, planned curriculum.

However, leaders do not capitalise on opportunities to promote diversity and difference through the wider life of the school. Leaders should explore ways to promote further diversity and difference across the school.

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 a section 8 inspection of a good or outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that a good school could now be better than good, or that standards may be declining, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good in October 2016.