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Pupils do not receive an acceptable standard of education at this school. Leaders' lack of focus on the quality of education means that they have not identified the weaknesses that exist. Leaders' actions have not resulted in a well-sequenced curriculum.
As a result, pupils do not have the necessary knowledge and skills to be ready for the next stage of their education.
Pupils feel safe and are safe at this school. However, behaviour is not consistently good.
While most pupils behave well, some do not. Pupils are not clear about the rules and expectations that leaders have of them. When bullying happens, pupils are confident to tell adults, but their concerns... are not always dealt with swiftly and effectively.
Most parents and pupils say that bullying is rare.
Pupils develop their talents and interests through the clubs they attend. They develop their sense of citizenship through activities such as fundraising events.
They also take on leadership roles within the school from Year 1.
Experiences such as forest school, caring for the school goats, sporting events and trips all contribute positively to pupils' personal development. However, pupils do not know about different faiths or cultures that are different to their own.
Consequently, they are not as well prepared for life in modern Britain as they could be.
What does the school do well and what does it need to do better?
Changes in leadership, low expectations and a weak curriculum have led to a decline in the quality of education that pupils receive. Leaders know that the curriculum needs to improve but the pace of change has been slow.
Leaders have not remedied the weaknesses in the school. Governors do not recognise the extent of the school's weaknesses. Therefore, they have not focused on the right priorities for improvement.
Leaders want pupils to succeed academically. However, pupils' academic achievement across the curriculum is poor, including children in the early years.
Despite this, children in the early years, and pupils throughout the school, are benefiting from a suitable phonics programme.
Pupils read and are read to regularly in school. Staff are well trained to teach phonics. They support pupils to practise and apply their phonic knowledge.
Pupils read books that match the sounds that they are learning. Pupils who struggle with reading are supported to catch up. This means that, over time, pupils become fluent readers.
Beyond phonics, however, the reading curriculum is not coherently organised. It is still under development. This means that pupils do not build on reading skills they have learned before.
Older pupils have gaps in their reading knowledge.
The curriculums for subjects other than early reading and mathematics lack precision and coherence. Leaders have not identified precisely the knowledge they want pupils to learn from Reception to Year 6, or when they should do so.
Therefore, pupils cannot build on prior learning successfully. As a result, pupils, including those attending the specially resourced provision, do not learn all that they should.
The curriculum is disjointed and does not enable pupils to learn enough.
Subject leaders have not designed a coherent curriculum. Consequently, some teaching is a series of disconnected activities that do not build knowledge or a secure foundation for future learning. Pupils remember little of what they have been taught.
They are unable to connect to earlier learning when something new is introduced. For example, in geography, older pupils do not know the difference between cities and countries and are unsure of the world's oceans. Leaders do not check on the impact of actions they have taken so they do not know where weaknesses exist.
Leaders and teachers accurately identify pupils who may have SEND. However, staff do not use the information that they receive about pupils with SEND to inform how they adapt the delivery of lessons. The curriculum that these pupils receive is as weak as it is for their peers.
It does not meet their academic needs, nor does it allow them to achieve all that they should.
Teachers do not make adequate checks on what pupils are learning. At times, work is not matched well to what pupils are able to achieve.
Too often, staff do not notice or act on pupils' misconceptions. As a result, pupils continue to make the same mistakes and do not make the progress they could.
Staff feel well supported by the headteacher and appreciate that their workload is considered when introducing change.
Staff are committed to improving the school. A small number of parents expressed concerns about how leaders communicate with them. However, most of the parents and carers who shared their views are positive about the school.
Many value the nurture and support that their children receive.
The arrangements for safeguarding are effective.
Leaders and staff know pupils well.
They understand pupils' backgrounds and the additional challenges that some families face. Systems and processes to keep pupils safe in the school are robust. Leaders ensure that all staff are trained and know how to report concerns.
All concerns are recorded comprehensively. Leaders follow up on concerns swiftly. They work with other agencies to ensure pupils and their families get the support they need.
Pupils know who to talk to if they need help or are worried. Pupils learn how to stay safe online and can explain how to keep personal information secure.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school's curriculum is not well planned in most subjects.
It is not clear what pupils should learn and when. Leaders and governors must ensure the curriculum enables pupils to build their knowledge in all subjects over time. ? The curriculum for reading in key stage 2 is underdeveloped.
Consequently, pupils have gaps in their knowledge and understanding. Leaders need to ensure that the content of the key stage 2 reading curriculum prepares pupils for their next stages of education. ? Leaders do not have sufficient oversight of the impact of their actions.
They do not know which areas are, and are not, improving. As a result, the curriculum remains poor in many areas. Leaders, including governors, must ensure that they have an accurate view of the strengths and weaknesses of the school.
• Senior leaders and governors do not have a coherent, strategic vision that provides direction and support for all staff. This means that subject leaders have little understanding of how to improve the curriculum and the quality of education. Leaders, including governors, need to ensure that staff have the support and expertise to enable them to bring about improvements.
• Leaders and teachers do not make adequate checks on what pupils are learning. This means they do not know how well the curriculum is working or whether pupils know and remember more. Leaders need to ensure that assessment information is used to improve the curriculum and close gaps in learning.
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