Spratton Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school. The school's Christian values are woven through the heart of school life. Pupils behave well and are 'ready, respectful and safe'.

They look after and support each other. Pupils who are new to the school soon settle in.

Staff have high expectations of pupils and model them well.

Pupils are motivated to meet these high expectations. They have positive attitudes to learning. Staff encourage and support pupils to do well in their lessons.

This includes pupils with special educational needs and/or disabilities (SEND). Pupils live up to the vision of 'living and learning together, celebrating life in all its fullness'.
<...br/>Pupils say that bullying is very rare.

They feel confident that adults will listen to any concerns that they have. They value the rewards system and say that it is fair. Pupils feel safe in school.

They say that their teachers look after them well.

Pupils enjoy being librarians and lunchtime helpers. They are proud of the history of their school.

Pupils loved their whole-school history community project. Their 'school museum' brought members of the community together. Pupils talk with enthusiasm about their roles as tour guides.

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

Leaders have taken effective action to develop the curriculum to ensure that it is well sequenced to build pupils' knowledge over time. This caters well for the mixed-age classes. Leaders focus on providing a rich and ambitious curriculum right from the start.

It is designed to give children in Reception a secure foundation in their knowledge and skills across all areas of learning. This prepares them well for key stage 1 and beyond. In some subjects, the curriculum is new.

Some pupils have gaps in their knowledge. It is too soon to see the impact of these new curriculums.

The teaching of reading is a strength in the school.

Staff who teach pupils to read have expert knowledge. Leaders make sure that the children in Reception learn to read straight away. Teachers use assessment well.

They make sure the books that pupils read are well matched to the letters and sounds that they know. Pupils learn to become confident and fluent readers. Pupils receive extra support if they struggle with reading.

Teachers make sure books are interesting and connect well to the curriculum. The school library is run by very proud pupil librarians. Pupils love to read.

One pupil, typical of many, said, 'Reading helps me. It is like being in a different world.'

Children in the early years settle well and develop positive attitudes to learning.

Staff have high expectations of children. They model language and communication skills well. Teachers plan learning activities that match the children's needs.

Children learn together. They enjoy talking about their learning. Children are happy and curious learners.

The systems for identifying pupils with SEND ensure that effective support is put in place. Pupils' SEND support plans link closely to their needs. Teachers make appropriate adaptations to help these pupils learn.

Some pupils receive support to help them manage their feelings and emotions. Staff know these pupils well. Pupils value this nurturing support.

Pupils behave well in lessons and during social times. They enjoy being with their friends. On the playground, pupils play happily together.

Staff throughout the school have clear, high expectations of pupils' behaviour. Pupils know what these expectations are. Pupils listen and concentrate well in lessons.

They can learn without distraction.

The curriculum supports pupils' social and emotional development well. Pupils learn how to keep themselves safe and healthy.

They have opportunities to reflect on their beliefs during collective worship. They learn about difference and diversity. Pupils learn about inspirational people.

They enjoy learning sign language. Pupils have a strong sense of the local community that they are part of. While pupils learn about British values, their knowledge of these is fragile.

Pupils participate in sporting competitions. They are proud to represent their school. There are some after-school activities for sports.

Leaders want pupils to access a more diverse range of clubs to help them develop their interests and talents. Plans are under way to address this.

Staff are proud to work at the school.

They feel part of a close-knit family. Governors and the trust know the school well. They know the school's strengths and priorities for improvement.

They provide appropriate support. Staff appreciate leaders' consideration for their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that staff are trained to keep pupils safe. Staff know pupils and their families well. Relationships are strong.

This helps to ensure that staff have the knowledge that they need to identify pupils who could be at risk of harm. Leaders work well with external agencies. They take appropriate further action when necessary.

Leaders make the necessary checks to ensure that all adults are safe to work with children.

Pupils learn how to keep themselves safe, including when they are using the internet. They understand risk.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculums for some foundation subjects are new and not embedded yet. Some pupils do not have rich and deep knowledge in these subjects. Leaders should continue with their plans to embed these curriculums to the same extent as the other curriculums in school.

• Some pupils find it difficult to talk about their understanding of British values. While key learning points are promoted through assemblies and displays around the school, leaders should ensure that this aspect of the curriculum is taught more explicitly to pupils. This will help to deepen pupils' understanding of this aspect of their social and cultural development.

Also at this postcode