Summerswood Primary School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

The next inspection will therefore be a graded inspection.

What is it like to attend this school?

Summerswood is a lively, caring and inclusive school. Pupils get on well together.

They enjoy taking part in school clubs and the planned opportunities to experience new things. The recent in-school pantomime was a great success. Pupils are polite and welcoming to visitors.

They are confident to speak about ...their work and school life. Roles, for example as play leaders or school ambassadors, are eagerly anticipated as pupils make their applications to take on the new responsibilities.

Pupils feel safe.

They know that bullying is not tolerated and that staff will help if they are concerned. While most pupils behave well, a few find it harder to live up to the high standard expected. Consequently, learning and play are sometimes disrupted.

Most pupils enjoy reading and listening to the stories that adults share with them. From the outset, children in the early years begin to learn the sounds that help them to read new words quickly. However, over time, pupils who have fallen behind with their reading are not supported well enough to catch up as rapidly as they should.

New pupils are welcomed warmly into the Summerswood community. Pupils and parents appreciate seeing the headteacher at the school gate every morning to greet them.

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

Leaders are ambitious for all pupils.

However, a period of significant staffing changes has disrupted plans to implement and embed improvements to the curriculum. Most curriculum leaders are new to the school or new to their leadership role, including in the early years. Consequently, they are still developing their skills in checking and improving the quality of provision in their areas of responsibility.

While improvement plans are in place, staff training to reduce the variability in pupils' learning experiences across subjects is at an early stage.

New curriculum teams have thought about what they want pupils to learn, in what order and when they want them to learn it. While teachers make regular checks on what pupils know, plans do not consistently set out the detail of the small steps needed to adapt learning from pupils' different starting points.

Activities in lessons are not consistently matched closely to what pupils need to know and remember. Consequently, they do not achieve as well as they should, including in reading and mathematics.

Leaders have acted to strengthen the way children in the early years learn to read and for older pupils who need to catch up.

Children practise the sounds that letters make regularly. Books are matched appropriately to the sounds that they are learning. While all pupils are helped to improve their reading, the support offered is not always as precise as it should be, especially for older pupils who have fallen behind.

As a result, they do not improve their reading and spelling as quickly as they should. This holds them back in other subjects.

The school's special educational needs coordinator (SENCo) works closely with staff and other leaders to accurately identify and support pupils with special educational needs and/or disabilities (SEND).

Work is underway to ensure that learning targets for these pupils are sharply focused on what they need to know so they achieve well in all subjects.

Most pupils behave well in lessons and during breaktimes. They understand the school rules and can explain what it means to be 'ready, respectful and safe'.

Occasionally, a few pupils get distracted and so some learning time is interrupted as teachers remind them of the rules. In the early years, children settle into routines quickly and form positive relationships with adults in the school.

Pupils speak confidently about how their well-being is supported.

They know who to go to and how to use a 'worry monster' to report a concern. Leaders have acted decisively to ensure that all pupils attend school regularly. Attendance information is reported weekly to parents.

Pupils are keen to earn the whole class non-uniform day reward for full attendance.

Pupils' personal development is well promoted. Application and selection processes, such as for the new 'pupil ambassador' roles, provide an early insight into competition and workplace practice.

Pupils are confident and welcoming. Themed assemblies and visitors to the school remind them of important values, for example maintaining healthy relationships and respecting individual differences. The school's 'Pupil Parliament' works to promote good relationships in the community as well as within school.

Leaders have an accurate view of the school's strengths and what needs to improve. Governors are now checking the quality of pupils' learning more closely through on-site visits. Appropriate strategies are in place to continue to improve the provision, including through the use of subject-specialist support.

While there are some signs of improvement, much of this work is at an early stage.

Ensuring staff well-being is a leadership priority. Consequently, most staff feel that leaders are mindful of their workload.

Relationships with parents are typically strong and productive.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors go the extra mile to ensure pupils' safety and well-being.

Safeguarding training is updated systematically. Staff know what to do if they are concerned. Pupils' social, emotional and mental health needs are equally well considered.

Support for families is prioritised, including securing access to any practical or professional help needed.

Pupils access a curriculum that teaches them to know the importance of safe choices and respecting others' personal space. They understand what they need to do to keep safe when playing games online.

All the pre-employment checks on new staff are completed. Safeguarding records are thorough and closely monitored.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers make regular checks on pupils' learning, but curriculum plans do not consistently set out the detail of the knowledge and skills pupils need to secure from their different starting points.

This means that activities are not always matched well to pupils' needs, including for pupils with SEND. Leaders should ensure that plans are sufficiently precise and that teachers know what they need to do to adapt the curriculum so that pupils build on the strong foundations of previous learning and remember more in all subjects. ? The catch-up support for pupils who have fallen behind with their reading is not always as precise as it should be, especially for older pupils.

Some inconsistencies in phonics teaching mean that pupils do not improve their reading, spelling and writing fluency as much as they could. Leaders should ensure that any further training needed is implemented quickly so that all pupils achieve consistently and well. ? Middle leaders are still developing their skills in checking and improving the quality of provision in their areas of responsibility.

As a result, staff training to reduce the variability in pupils' learning experiences across subjects is at an early stage. Leaders must ensure that all staff have the training they need to implement improvement plans quickly so that all pupils achieve as well as they should.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in November 2016.

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