Flore Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a small, friendly school where everyone is welcome. Pupils are proud of their school.'

It won't take you long to fit in,' was a typical comment from pupils. They like their teachers and enjoy lessons. Pupils enjoy the range of clubs that the school offers.

Pupils with special educational needs and/or disabilities (SEND) are supported and included in all activities.

Parents and carers say that the staff at the school care well for all children. One parent's comment was typical of many: 'My child goes to school with a smile and comes out with an even bigger smile.'



Pupils are polite and well mannered. They say that adults take time t...o get to know them and help them to understand different viewpoints. They are confident that their teachers will help them if they have a problem.

Pupils say that bullying does not happen at their school. They felt that everyone is respectful towards each other. However, not all pupils demonstrate the high standards of behaviour expected of them throughout the school day.

Pupils find some subjects difficult. Sometimes teachers do not break down the key knowledge into small enough steps.

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

Parents recognise that the school is improving.

After a period of significant change, leaders have provided stability and direction for the school. Many of the systems that leaders are implementing are new. Staffing and recruitment remain a priority for leaders.

Leaders are redesigning the school's curriculum. This work is still in its early stages. In a few subjects, leaders have outlined the key knowledge that they want pupils to learn, from early years to Year 6.

However, these plans need further refinement.

The leader for mathematics has a clear understanding of what is working well and what needs to be improved. Pupils develop their understanding of how to use mathematical language and vocabulary well.

For example, older pupils described how the digits changed when multiplying or dividing a number by 1,000.

Subject leaders have not developed the skills to check how well the curriculum is implemented. In many subjects, learning is not well planned.

Pupils, including those who are learning English as an additional language, do not learn in a logical order.

Pupils enjoy reading books. They can talk about their favourite authors and the types of books they like to read.

Teachers promote a love of reading by providing books that match pupils' interests.

Staff have received some training in the new phonics programme. Pupils receive reading books in school that are well matched to their reading ability.

However, pupils at the early stages of reading do not practise sounding out words often enough.

Pupils with SEND receive additional support. Some of these pupils have a specific programme matched to their needs.

Leaders work with other agencies to ensure that the needs of pupils with SEND are met.

Children in early years are in a mixed-aged class. They have opportunities to develop their knowledge in all areas of learning.

However, learning is not always well planned. Routines are not well established. Expectations of behaviour are not clear.

This disrupts children's learning.

Pupils enjoy a range of activities in school, including sports, music and art clubs. Trips and residential visits are modified to ensure that pupils with SEND can take part.

Pupils in Year 6 commented on how their teachers help them prepare for their move to secondary school.

Staff are proud to work at the school. They recognise the positive changes that leaders have introduced.

Leaders are considerate of staff's workload.

Safeguarding

The arrangements for safeguarding are effective.

Staff know pupils and families well.

Leaders build positive relationships with families and are quick to identify any emerging concerns. All staff have regular safeguarding training. Leaders have recently adopted a new system for recording safeguarding concerns.

They have started to connect patterns in pupils' behaviour and attendance and recognise that these may indicate safeguarding concerns.

Pupils understand how to manage risks online. They say that adults in school educate them to make 'informed decisions' to stay safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's approach to the teaching of early reading is not consistently implemented. Pupils do not receive sufficient practice to decode words in their reading and writing. This does not help pupils to learn to read quickly and efficiently.

Leaders should ensure that all staff have the knowledge and expertise to implement the new phonics programme so that all pupils, including those who are learning English as an additional language, learn to read fluently and confidently. Leaders are in the early stages of designing a curriculum in most subjects. Currently, the curriculum does not identify the knowledge that all pupils, including pupils who are learning English as an additional language and children in early years, should learn.

Therefore, pupils do not receive precisely focused teaching that enables them to know more and remember more as they progress through the school. Leaders should ensure that the curriculum sets out what pupils should know in all subjects, and in what order, from early years to Year 6. ? Subject leadership is in its early stages of development.

Some leaders do not have a strong overview of a curriculum area. Senior leaders should ensure that subject leaders have the necessary knowledge, confidence and expertise to check on the implementation of their subjects. ? Clear expectations and routines are not established in early years.

This means that children do not develop their personal, social and emotional skills and language knowledge quickly. Leaders should ensure that routines support all children, including those at the early stages of learning English, to be ready to learn. Leaders need to ensure that children are engaged in meaningful activities that develop their concentration, curiosity and enjoyment, so that children are ready for the next stage in their education.