Salford Priors CofE Academy

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About Salford Priors CofE Academy


Name Salford Priors CofE Academy
Website http://www.salfordpriors.covmat.org
Inspections
Ofsted Inspections
Mrs Rebecca Gordon
Address School Road, Salford Priors, Evesham, WR11 8XD
Phone Number 01789772497
Phase Academy
Type Academy sponsor led
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 60
Local Authority Warwickshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to Salford Priors.

They appreciate that staff want them to do well and thrive. Staff check on how pupils feel and bring in support to help them, when needed.

Leaders are ambitious for all.

Every pupil, including those with special educational needs and/or disabilities (SEND), can follow the same broad and balanced curriculum. However, in some subjects, the quality of education is not yet good enough. In the subjects where pupils do well, the key knowledge is identified and delivered so that it builds progressively, for example in phonics and mathematics.

However, in some subjects, this is not the case. Children get off to a good s...tart in early years and are well prepared for Year 1.

The pandemic has affected pupils' attendance.

Too many pupils miss school more than they should. Improvements are being made, but there is more to do to.

Pupils say that bullying does not happen often.

If it does, staff sort it out. Although behaviour has improved, there are some instances when behaviour makes others feel unsafe. However, most pupils are polite and behave well in lessons and around school.

Pupils of all ages play happily together at lunchtimes.

Pupils are proud of the school's vision of 'rooted, growing and thriving' and their links to the local church and community.

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

This is an inclusive school.

All pupils, whatever their abilities or needs, are included in school life. Pupils with SEND are supported to access the full curriculum. Pupils say, 'We are all the same on the inside.'

Leaders understand the needs of pupils with SEND and effective support is in place for those who need it.

Around school, pupils behave well. They play together and support each other in mixed-age classes.

In lessons, most pupils concentrate on learning. Relationships between pupils and staff are respectful and positive.

Historically, attendance has not been good enough.

Although leaders have worked to improve this, the impact of the pandemic is still being felt. Leaders know that, for some pupils, absence is too high.

Children get off to a good start in early years.

They enjoy well-chosen activities. For example, children listen to stories about seeds and then plant different seeds and bulbs. They talk confidently about what plants need in order to grow.

They delight in watching them grow over time.

Leaders have prioritised reading. All staff are trained to deliver a new phonics scheme.

New books have been purchased to match the letter sounds that children are learning. As a result, pupils get off to a good start with phonics. Those who fall behind receive support to catch up.

They are well prepared for reading in Year 1 and beyond.

In some subjects, such as mathematics, leaders have structured the curriculum. Teachers' subject knowledge has been enhanced through external support and training.

Consequently, most teachers deliver the curriculum well, especially in early years. Leaders have identified gaps in pupils' learning, for example place value in early years and fractions in key stage 2. They have adapted the curriculum to ensure that pupils catch up in these important areas.

In other subjects, leaders know that there is work to do. Although the full curriculum is now taught, some subjects are not well structured. Leaders have not identified the important knowledge that they want pupils to learn.

Lessons are not sequenced carefully so that pupils can build on their knowledge. As a result, pupils cannot always recall what they have learned.

Some teachers do not consistently check what pupils already know and have remembered.

This means that pupils sometimes repeat work or have work that is too easy or too hard and do not build their knowledge and understanding. Consequently, they cannot always develop their understanding of a subject over time.

Leaders and trustees know the school well.

They have consolidated the school's strengths, for example in early years, and have begun to address weaknesses such as attendance. Governors understand previous difficulties faced by the school. They work with leaders to challenge and support them.

There is a range of activities for pupils to develop beyond the curriculum. Pupils have opportunities to learn more about the world and their community, from forest school to spiritual leadership club. Pupils enjoy trips, for example bell boating on the River Avon.

They visit the local church and find out about different faiths. As a result, pupils are tolerant and respectful.

Staff say that leaders and governors care about workload and well-being.

They feel valued and supported. They are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

The school is a safe place. All staff understand their safeguarding roles and responsibilities. They know the procedures to use if they have a concern and they act swiftly.

Leaders follow up relentlessly with external agencies when necessary. Leaders make sure that all appropriate checks are carried out to ensure the suitability of staff.

Pupils know that they can talk to staff if they have a problem.

Pupils learn how to keep themselves safe, including when they are online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum is not clearly sequenced or organised. As a result, pupils do not build secure knowledge over time.

Leaders should identify the most important knowledge that pupils need to remember. Once they have done that, they must ensure that learning is carefully sequenced, so that pupils build on what they know and remember what they have learned. ? In some subjects, staff do not assess pupils' learning effectively.

This means that teachers cannot shape pupils' subsequent learning. Leaders should ensure that learning is based on ongoing assessment and that teachers are well trained to do this. This will enable teachers to deliver learning that builds on what pupils already know and remember.

• Leaders' work on improving pupils' attendance has not yet achieved high enough attendance rates for all pupils. As a result, not enough pupils attend school regularly. Leaders should continue to work with pupils and their families to lift expectations for all pupils' good attendance at school.

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