Saundersfoot C.P. School

Highlights from Latest Inspection

however, this is at an early stage of development. R5. Ensure that teachers implement agreed curriculum planning to support the systematic development of pupils' skills as they move through the school School leaders and teachers have worked closely with local authority advisers and other schools to improve and develop the curriculum.

All teachers implement curriculum plans effectively and there is a consistent approach to the systematic development of pupils' skills throughout the school. This has had a positive impact on improving the standards of teaching and learning across the school. Whole school planning focuses well on developing pupils' literacy and numeracy skills and providing opportunities for pupils to use these skills ...in their work across the curriculum.

Teachers provide exciting, relevant learning experiences that engage nearly all pupils successfully. For example, in foundation phase teachers have enhanced their approaches to the use of indoor and outdoor learning and make effective use of these spaces to encourage imaginative and creative learning through play. Senior leaders monitor teachers' planning weekly and provide useful feedback to teachers on any areas for improvement.

They track pupils' progress in their skill development rigorously. Regular review meetings between leaders and staff enable teachers to focus on how well pupils are doing. For example, they identify pupils who require additional challenge and arrange intervention and support for less able pupils.

Monitoring activities, including scrutiny of pupils' work and listening to learners, show that pupils' standards in literacy and numeracy are improving well across the school. Teachers have put in place schemes of work to improve pupils' skills in other areas of the curriculum including Welsh, ICT and science. However, this work is at an early stage of development and has not yet had a significant impact on pupils' achievement.

R6. Continue to improve communication and co-operation among staff at all levels Collaborative working at all levels has improved since the core inspection. There is closer working between teachers and governors.

This has helped to ensure that governors have a greater understanding of the school's work. As a result, governors provide more effective challenge to the school's leaders about important aspects of its work including the outcomes that pupils achieve and the quality of teaching. Leaders make good use of electronic systems to provide staff with relevant information about the life and work of the school.

They have developed an annual plan that sets out key events in the school's year, for example when specific monitoring and evaluation activities will take place. Leaders share an electronic memorandum each Monday morning providing details of events and important notifications for staff. As a result, all staff are better informed about the school's work.

The headteacher and senior leaders' decision to focus initially on improving pupils' reading, writing and numeracy skills has had a positive impact on developing co-operation amongst staff. Teachers and learning support assistants have worked together purposefully to implement new approaches to improving pupils' skills in these areas. This has resulted in a supportive and helpful ethos in the school where staff are happy to give and receive help.

The headteacher has managed the changes at the school thoughtfully. He has been consistent in his expectations that all teachers will take part in the school's improvement journey. However, he has been aware of the need to pace the changes appropriately to make sure that all staff understand and share his aims and aspirations for the school.

As a result, there is now a purposeful working culture at the school. Teachers and learning support assistants know that their work is valued and are committed to achieving the best outcomes for their pupils. © Crown Copyright 2019: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context.

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