Rougham Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Rougham Church of England Primary School are happy and lively. They speak positively about attending school and their relationships with staff. However, in lessons, pupils are not supported to learn as well as they should.

This is particularly problematic for pupils who find reading hard, and for pupils with special educational needs and/or disabilities (SEND).

There is a wide range of extra-curricular clubs. This includes some clubs where older pupils support younger pupils, such as a spelling club.

All pupils learn to play instruments. Many pupils are gifted musicians.

Pupils relish opportunities to take on responsibilities.

Thes...e responsibilities help pupils to be community minded. For example, the eco councillors made apple feeders to sustain the many birds in the school's rural setting.

Pupils echo staff's sentiments that the school community is like a family.

For example, pupils look after each other and are knowledgeable about different types of bullying. Pupils say that bullying happens rarely. Pupils feel confident and safe at school because of their supportive relationships with each other and staff.

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

There are clear curriculum plans in place for Years 1 to 6. These set out what knowledge must be taught and in what order. However, some teachers deviate from these plans.

Some teachers lack the knowledge to teach these plans well. Sometimes, teachers provide unclear explanations or select tasks that do not help pupils to learn and recall important knowledge.

Where the curriculum is more effectively implemented, for example in mathematics, leaders monitor carefully and use their evaluation to give feedback and training to staff.

Teachers plan appropriate activities. These activities help pupils to learn and remember important content. As a result, pupils have a sound recall of key mathematical knowledge.

They apply their knowledge in more-complex ways.

However, leaders' monitoring of how well the curriculum is being taught is underdeveloped in some subject areas. Some leaders are not quick to identify and address issues where staff require further training and support.

Therefore, leaders do not know precisely if the curriculum is ensuring that pupils are challenged or supported to achieve their best.

Leaders have chosen and trained staff in a reading programme that includes a clear teaching sequence. However, sometimes teachers plan additional activities that do not enhance pupils' phonic knowledge well.

On these occasions, teachers do not quickly spot where some pupils are struggling with new learning. These pupils are also some of the ones who receive books they find hard to read.Leaders' plans for children's learning in the early years do not lay out the exact vocabulary and knowledge children need to know.

Staff arrange activities, but are not ensuring that these activities help children to develop the precise knowledge and skills they need. As a result, some children can lose concentration. Relationships between staff and children are caring and positive.

Staff work well to involve parents in school life. For example, surprise readers visit to share their favourite storybooks and parents join the weekly welly walk to explore the local area.

There is high-quality social and emotional support for pupils with SEND.

Pupils receive good support when they need it and this builds their confidence and well-being. Leaders are adept at seeking appropriate external support for pupils' social and emotional health, when needed. Pupils do not get as well-thought-through support in their classroom learning.

Staff and leaders do not know enough about how well pupils are faring in the curriculum. Staff training in supporting the learning of pupils with SEND is not yet well developed.

Pupils behave well, demonstrating the '5R' values: resilience, resourcefulness, relationships, reflectiveness and remembering.

They play cooperatively and happily at break and lunchtimes. Staff and pupils use a 'traffic light system' to help classrooms be conducive to learning. Pupils understand this system, and say it makes them want to try their best.

They value the rewards they receive, such as the certificates to celebrate success.

Most pupils attend school regularly. Leaders oversee attendance effectively, liaising with parents as needed to share the importance of their children coming to school.

Leaders prepare pupils for life in modern Britain well. Pupils learn age-appropriate content about healthy lifestyles and relationships. Pupils learn about different faiths.

Pupils talk maturely and respectfully about differences among cultures, faiths and people.

The trust, governors, staff and parents speak of the school being at the heart of the community. Governors visit school regularly to check on procedures.

They do this particularly well with safeguarding. Leaders find the challenge and support from trustees and governors helpful.

Parents speak positively of the supportive relationships they and their children build with staff.

Staff feel well supported by leaders. Staff say leaders' open-door approach means they can raise any questions or concerns. Staff say they feel proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Pupils know how to report concerns using the 'worry monster' or the 'worry box' in their classroom. They say they can also speak to any member of staff if they have a problem.

Leaders disseminate regular training. This training ensures staff speak confidently about how they identify and report pupils at risk of harm. Leaders' record-keeping is rigorous.

Any concerns are dealt with appropriately by leaders.

Trustees and governors assure themselves that training and systems are working well, through regular visits to school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The early reading programme is not being implemented consistently well.

Teachers arrange some activities that do not best support all pupils to learn to read. Some pupils receive books containing sounds they do not know. Leaders must provide staff with further training, support and the resources they need to ensure consistency in the systematic approach to early reading for all pupils.

• The early years curriculum lacks sufficient detail. Staff do not know what exact vocabulary and concepts need to be taught. This means planned activities lack challenge and are not suitably matched to some children's needs to prepare them for Year 1.

Leaders must set out clear curriculum plans and train staff to implement these well to ensure all children are ready for key stage 1 and beyond. ? Leadership monitoring lacks rigour in some areas of the school's work. Some leaders are not routinely identifying where there are staff training needs or how well pupils are faring in some areas of the curriculum.

This means not all pupils are achieving their best, including those with SEND. Leaders need to establish precise and effective monitoring systems that identify how well pupils are faring and where there are staff training needs. Leaders need to ensure staff are suitably skilled so all pupils may achieve their best.

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