Carcroft Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders' and governors' actions have not secured consistency in the quality of teaching and learning across key stages or subjects.

Senior leaders have not embedded effective, agreed approaches to the teaching of reading or science across key stages. Pupils' outcomes in these subjects are too variable over time. Governors' and senior leaders' use of the pupil premium funding has not been successful.

Disadvantaged pupils' outcomes are not good. Subject leadership is of variable quality. Some key leaders are very new to their posts.

It is too soon to see the impact of their actions and work. Governors are commi...tted to supporting leaders and staff. Their effectiveness in challenging and holding leaders accountable for pupils' outcomes is, however, less well developed.

A significant minority of parents expressed concerns about the effectiveness of communication between home and school. Not all teachers use assessment effectively to plan tasks and learning that accurately match the needs of pupils. Work is too hard or too easy.

This hampers pupils' progress. Pupils, particularly in early years and key stage 1, have too few opportunities to read with and/or to adults. Books are not well matched to pupils' phonics knowledge and skills.

The most able pupils, including the most able disadvantaged pupils, are not suitably challenged in their learning in reading, writing or science. In the early years, provision lacks challenge. Learning opportunities in reading, writing and number are not sufficiently demanding.

The school has the following strengths The headteacher has successfully improved the culture and ethos within the school. Her innovative vision for the curriculum is firmly based in research and is beginning to bear fruit. Staff feel valued and are proud to work here.

They appreciate the training and professional development offered by senior leaders. Leaders' actions are leading to strengthening progress for key stage 2 pupils in mathematics. Pupils' manners and the respect with which they treat visitors are commendable.

Wide smiles and polite 'good mornings' abound. Staff develop pupils' social, emotional and mental health needs well.

Information about this school

This is slightly larger than the average-sized primary school catering for pupils from three to 11 years old.

The school day begins at 8.25 am and finishes at 3.10pm on Mondays through to Fridays.

On Friday, the school day ends at 1.50pm. Staff run a breakfast club that opens at 7.

30am each morning. Although reducing over time, the proportion of pupils who are supported by the pupil premium is higher than the national average. There have been several changes in leadership responsibilities since the previous inspection.

One new permanent teacher has been appointed and several others are temporarily covering leave. There is a new chair of governors. The large majority of pupils are of White British heritage.

Very few pupils speak English as an additional language. The proportion of pupils with SEND who receive additional support is broadly similar to the national average. The proportion of pupils with SEND with an education, health and care plan is slightly higher than the national average.

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