Three Legged Cross First and Nursery School

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About Three Legged Cross First and Nursery School

Name Three Legged Cross First and Nursery School
Ofsted Inspections
Headteacher Justine Horn
Address Church Road, Three Legged Cross, Wimborne, BH21 6RF
Phone Number 01202822460
Phase Academy
Type Academy converter
Age Range 2-9
Religious Character Does not apply
Gender Mixed
Number of Pupils 110
Local Authority Dorset
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are polite and well-mannered. They are eager to learn.

This includes when they try something new or tricky. Pupils are proud of their own and each other's achievements.

Pupils behave well.

They know the school's routines and leaders' expectations. Pupils show respect for each other and for the adults in the school. The school is a calm and orderly place.

Pupils feel safe.

Parents believe that staff know their children well. Pupils say that while they may have 'little fallouts' with friends, there is no bullying.

Pupils are confident to speak out if they see someone treated unfairly. They trust adults working at the school to them if they share a problem.

A highlight of the school day is an opportunity for pupils to read to Harry, a therapy dog.

Pupils enjoy attending regular sporting events and a wide range of after-school clubs. They know how to be physically and mentally healthy. Staff nurture pupils' talents and interests successfully.

For example, pupils in Years 3 and 4 learn to play musical instruments. They learn important life skills, such as money management, when they make and sell crafts at the 'winter fayre'.

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

Children learn the joy of books right from the start in the Nursery.

Staff skilfully introduce children to new and interesting words through play, nursery rhymes and stories. Children use the words in their own play successfully. For example, they use the story and vocabulary of 'Little Red Riding Hood' when at play in the school's woods.

Leaders' focus to develop children's communication and literacy knowledge in the early years is effective.

In the Reception Year, children learn phonics well and begin to read simple words. Teachers quickly spot children who need extra help to secure their phonic knowledge.

With regular phonics practice, pupils build their reading fluency and accuracy effectively. Pupils like to read. They enjoy listening to stories selected by their teachers.

This often inspires them to independently read more books by the same author.

Leaders have designed a clear and coherent curriculum, from Nursery to Year 4. It sets out the essential knowledge they want pupils to know and remember.

When teachers break down the curriculum's core content into small, achievable steps, pupils secure new knowledge successfully. Additional practice, when needed, regular review of knowledge and appropriate use of resources help pupils remember the school's curriculum in these subjects well. This includes pupils with special educational needs and/or disabilities.

Subject leadership is less well developed in some subjects. Where this occurs, subject leaders do not help teachers to assess the impact of and revise the subject's curriculum as intended. This means that, sometimes, gaps in pupils' knowledge are not spotted and closed quickly enough.

For example, checks on how well pupils apply knowledge to problem-solve in mathematics are not effective. While some aspects of the geography curriculum, such as locational knowledge, are carefully assessed and pupils' knowledge secure, others are not.

Trustees work with members of the local school committee (LSC) to understand the school's strengths and areas for development.

LSC members challenge and hold leaders to account for their actions with confidence.

Leaders and staff share consistently high expectations for pupils' behaviour. Well-established routines support pupils to learn and play together successfully.

Staff make sure pupils quickly settle and are ready to learn after social times. Leaders are quick to spot and support pupils who need additional help to understand and express their emotions appropriately.

Pupils' attendance is improving.

Leaders work with families to remove barriers that affect children attending school. Leaders rightly seek advice and support from external agencies when a pupil's attendance does not improve quickly. Leaders' actions are having an impact.

Each year, leaders carefully plan events and activities to support pupils' personal development. Staff skilfully teach pupils about people's lives that may be different from their own. For example, pupils visit a local mosque.

They learn the story of Rosa Parks. This knowledge helps pupils develop curiosity. Pupils learn to be responsible members of their school community, helping each other at lunchtime.

Staff's well-being is a priority for leaders. Staff feel valued and supported by leaders to manage their workload. They are proud to work at the school.


The arrangements for safeguarding are effective.

Leaders complete the necessary safeguarding checks before staff and volunteers begin working at the school. The accuracy of safeguarding records is checked by trustees.

Staff receive training to help them identify the needs of vulnerable pupils. They record concerns and share them with leaders responsible for safeguarding pupils. Leaders respond appropriately and in a timely manner.

They seek advice from external agencies to secure support for families in need.

Pupils are taught how to keep themselves safe, including with regard to healthy relationships and when online. For example, pupils know not to share passwords.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not use assessment to reflect on and adapt the curriculum sufficiently well. This means, sometimes, pupils cannot build on prior learning. Leaders need to ensure teachers use assessment to reflect on and adapt the curriculum so that pupils know and remember the curriculum's essential knowledge and vocabulary.

• In some subjects, the role of the subject leader is less well developed. Some subject leaders do not have the knowledge and skills required to ensure staff deliver the curriculum well. Leaders need to develop the role and expertise of subject leaders to ensure that the curriculum helps pupils learn important content well.

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