Flockton CofE (C) First School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at Flockton Church of England First School. Their well-being is at the heart of all the school does.

Pupils enjoy coming to school. They know the adults in the school care for them. They feel safe and are safe.

Flockton's Christian values shine through the ethos of the school. One parent said, 'There is love for each and every child.'

Pupils are welcoming and polite and show respect for each other.

They behave well. They enjoy earning golden tickets for good behaviour. If a pupil's behaviour does fall below the school's high expectations, they are supported swiftly.

There is a range of extra-curricular activities on offer to p...upils. These include choir, basketball, design and technology and archery. Pupils and parents and carers value these.

Pupils are encouraged to play an active role in the school and the wider community. The reading ambassadors enjoy the responsibility of hearing younger pupils read. They are enthusiastic about the book swap they are planning.

Older pupils help run the tuck shop to raise funds for the school.

The school's curriculum is enriched through a range of visits and visitors. Pupils recently took part in an ancient Egyptian workshop.

They enjoyed being archaeologists and learning about mummification.

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

The school is aspirational for all pupils. It is determined to continue to improve outcomes for all.

The school has recently reviewed the curriculum. Careful consideration has been given to how it meets the needs of mixed-age classes. The curriculum is carefully considered and well sequenced.

It maps out the knowledge, skills and vocabulary pupils will learn. Some subjects, such as geography, are in the early stages of implementation. As a result, pupils do not have the same depth of knowledge as they do in other subjects such as mathematics and design technology.

In lessons, teachers present information clearly. They regularly check what pupils know and can do. Activities are well matched to the intended learning outcome.

Pupils enjoy mathematics. The school has instilled a culture of 'stickability'. Pupils are confident to have a go, even when they find something tricky.

In design and technology, pupils are inspired to create interesting designs, building on their evaluations of existing products.However, the written work pupils produce is not presented to a consistently high standard. Pupils do not always form their letters correctly, and sometimes these inaccuracies are not addressed by staff.

A love of reading is promoted throughout the school. In reading lessons, older pupils have enjoyed books such as 'James and the Giant Peach' and 'How to Train Your Dragon'. Phonics is taught from the start of the Reception Year.

The school is committed to all pupils becoming confident and fluent readers as quickly as possible. It ensures that staff have the skills and knowledge to teach phonics highly effectively through personalised training and coaching. Pupils' reading books are closely matched to the sounds they can read.

They use their knowledge of sounds well to tackle words they have not read before. Pupils who need extra help are identified quickly. They get the support they need to catch up.

The carefully designed early years curriculum ensures children make a good start to their school journey and are well prepared for Year 1 and beyond. Adults interact skilfully with the children, developing their knowledge and vocabulary. Children show high levels of engagement and cooperate well with each other.

They persevere and show resilience when they are playing independently. Relationships between adults and children are warm and nurturing.

Pupils with special educational needs and/or disabilities (SEND) are identified quickly.

The school knows these pupils well. It strives to ensure that pupils with SEND get the support that they need. Staff use a range of strategies to remove barriers to learning for these pupils.

This helps these pupils to access the curriculum alongside their peers.

The school has a sharp focus on supporting pupils' personal development. Pupils' spirituality is fostered through daily collective worship.

Pupils are respectful and tolerant of others. However, their understanding of protected characteristics and fundamental British values is not as well developed as they could be. Pupils are taught how to keep themselves mentally healthy.

They are enjoying learning about the brain and how it impacts their emotions. One pupil said she used to be very critical of herself, but now she feels more confident and is proud of herself and what she can do.

Staff and governors are passionate about their roles.

They are proud to be a part of the 'Flockton family'. The newly appointed co-chairs of the governing body have a clear vision for the school. Governors understand their statutory duties and have the skills to challenge and support the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subjects are in the early stages of implementation. As a result, some pupils do not have the same depth of knowledge in these subjects as others.

The school should ensure all teachers understand how to implement effectively any changes to the curriculum so pupils' knowledge is secure and builds on previous learning. ? The school has not ensured that teachers' expectations of pupils' recorded work are consistently high, and there are weaknesses in pupils' handwriting and presentation. The school should ensure that the teaching of handwriting and presentation is implemented consistently well and all teachers have high expectations for handwriting and presentation.

Pupils' understanding of protected characteristics and fundamental British values is not sufficiently developed. Some pupils have a limited understanding of British values and protected characteristics and why these make a difference in everyday life. The school should ensure the curriculum provides pupils with the necessary opportunities to further develop their understanding of these, so they are fully prepared for life in modern Britain.

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