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Most parents and carers and pupils would recommend the school and recognise that improvements have been made by school leaders. Families are becoming more involved with the life of the school community.
Children in early years make a good start. Most older pupils achieve well, but too many cannot read well enough. Some pupils do not enjoy reading.
They have fallen behind as a result. The knowledge pupils develop is improving, but more support is needed to ensure that pupils' experiences are of a better quality. Behaviour in some lessons does not match leaders' expectations.
Teachers do not always address this. Some pupils do not attend school regularly enough.... This means they cannot make the progress they need to.
Most pupils are respectful of differences between people in the community. Pupils are kind, happy and caring. Pupils are polite to visitors and staff.
The number of reports of bullying is low. A small number of pupils use unkind language. Pupils are confident to speak with a trusted adult if they are worried.
They feel safe.
Generally, pupils at Saffron Green can take part in a wide range of activities outside the school day. They enjoy these opportunities.
Pupils are experiencing an increasing range of educational visits that support their learning and development.
What does the school do well and what does it need to do better?
While the approach to the early reading curriculum is consistent, it does not enable pupils to read with sufficient accuracy and fluency to access the curriculum. Too many pupils in key stage 1 do not read well enough.
Some pupils do not read at home often enough to have an impact on their progress.
The curriculum is very new in some areas. Most pupils are able to learn and remember information well.
Some pupils do not achieve as well as they should in all subjects they study. The time between topics can sometimes mean that pupils forget what they have learned. In subjects such as mathematics, leaders ensure that staff are well trained, and pupils learn effectively.
Most pupils can easily recall number facts. This allows pupils to move on successfully. However, in some subjects, pupils do not enjoy the curriculum content as they do not experience success in the subject.
The curriculum in early years is effective because children are benefiting from the new curriculum plans, which staff enact skilfully. This provides a strong start for children.
Leaders prioritise the early identification of pupils with special educational needs and/or disabilities (SEND).
Teachers support pupils with SEND to access the full curriculum. Pupils appreciate this and can describe the support they receive in detail.The needs of pupils with SEND are met through effective coordination with external specialists, so that pupils get the right help.
Generally, pupils behave well. However, in some lessons, low-level disruption affects learning. Levels of suspension are high among vulnerable pupils.
A minority of pupils use homophobic language because they do not understand the impact and meaning of their words. Older pupils are not benefiting sufficiently from the revised personal, social and health education (PSHE) curriculum because it is too new, and they have not learned the previous content. Parents have not been consulted on the relationships and sex education curriculum.
In the context of COVID-19, persistent absence is too high and is not falling. A quarter of pupils have missed more than 10% of school time this year. The school has appropriate systems in place to monitor attendance, but these have not reduced overall absence.
Leaders and governors are working to raise the profile of the school with parents and the local community. They understand that the school needs to improve and have plans to address the most important weaknesses. Parents would recommend the school to others.
They can see the improvements that the new leadership team is making. They speak very positively about the school. One parent commented, 'Saffron Green has recently changed dramatically into a beautiful community-centred school.'
Staff are positive about working in the school. Staff say that workload is not a concern and they appreciate the useful and varied training they receive.
Governors provide challenge and support to school leaders.
Governors know the school's strengths and weaknesses. They check regularly on the effectiveness of leaders' actions to improve the school. Governors hold school leaders to account through regular school visits and meetings.
Safeguarding
The arrangements for safeguarding are effective.
Staff and governors have been well trained to carry out their safeguarding duties. Staff understand the importance of keeping children safe.
Staff can identify the signs of potential harm and act to help when concerns arise. Effective systems are in place for reporting concerns. Leaders keep accurate safeguarding records and work well with external agencies.
Governors provide strategic challenge and practical support to leaders.
The safeguarding governor regularly checks that systems are working effectively and that pupils are safe. Leaders ensure that background checks are undertaken to determine whether staff are suitable to work with children.
There is a culture of safeguarding.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Too many pupils in key stage 1 do not learn to read fluently. This means that they struggle to access the curriculum and develop a love of books and literature.
Leaders should ensure that there is an appropriately planned curriculum. Pupils should receive the support and practice to catch up and keep up with their peers. ? In some curriculum subjects, content is not introduced in a logical manner.
Sometimes, too long is left between topics, meaning that pupils forget their learning. Leaders should review the curriculum to ensure that pupils are taught the knowledge in a logical order and at intervals that allow them to recall, and build on, existing knowledge. ? A minority of pupils use prejudicial language.
They have not been taught effectively about the impact of this language. This mainly affects older pupils who have not received a strong curriculum in PSHE. Leaders must ensure that all pupils have a clear understanding of, and respect for, those with protected characteristics and the value of a diverse society.
• Persistent pupil absence is too high. This means that they cannot benefit from the planned improvements to the curriculum. Leaders must ensure that the systems for supporting and challenging pupils to attend school are robust and effective, so that they attend school more often.
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