Ixworth Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to attend Ixworth Church of England Primary School.

They arrive each day with positive attitudes, ready to learn. Pupils are courteous and polite. They are respectful of one another during lessons and at playtimes.

Pupils feel safe in school. They say that bullying is rare and leaders always deal with it so that it does not reoccur. Pupils know there is always an adult to talk to if they have any worries.

Relationships between adults and pupils are positive. Pupils know that staff have high expectations of them. They try their best to live up to these expectations and they are encouraged to work hard by the school motto: 'where learning has n...o limits'.

Pupils benefit from a wide range of experiences that go beyond the taught curriculum. Recently, pupils planted trees in the local community. Pupils relish taking on a range of extra responsibilities.

These include becoming 'compassion champions', serving on the collective council and helping younger pupils as play leaders.

Pupils, including disadvantaged pupils and those pupils with special educational needs and/or disabilities (SEND), achieve well. Pupils leave Year 6 well prepared for the challenges of secondary school.

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

Leaders have planned an ambitious curriculum. They have carefully considered the important skills and knowledge they want pupils to acquire in each year group. Teachers make lessons engaging and interesting, which inspires pupils to learn.

Governors ensure that all pupils in the school benefit from an effective curriculum. They hold leaders to account for the quality of the education that pupils receive.

Staff know pupils well.

This helps them to identify pupils' additional needs at an early stage. In turn, pupils with SEND are given the support they need to access the same curriculum as their friends. Teaching assistants are well trained to support pupils' learning to good effect.

Children in the early years get off to a positive start. What they learn sets the foundations for what leaders want pupils to learn in key stages 1 and 2. Adults are well trained.

They place a strong emphasis on children using vocabulary correctly across the curriculum.

Subject leaders take part in regular, professional training. This helps them to keep their knowledge up to date.

They give teachers the advice and support they need to deliver an effective curriculum in each subject.

Teachers have good subject knowledge. They introduce new learning carefully.

Teachers ensure that lessons build on what pupils have learned before. Teaching staff use assessment well to check that pupils understand what they are being taught. They are not as effective at assessing what pupils have remembered over time.

The promotion of reading is a high priority across the school. Leaders have planned the phonics curriculum well. Teachers introduce new letter sounds to pupils in a logical order.

The books that children in the early years and pupils in key stage 1 take home to practise build on the sounds they have learned in class. All staff follow leaders' agreed approach to the delivery of the phonics curriculum. This means that pupils quickly develop confidence and fluency in reading.

They thoroughly enjoy reading. Pupils talk about their favourite books with enthusiasm.

Classrooms are productive environments.

Pupils develop positive attitudes to learning. They settle quickly to tasks set by their teachers because they are interested in the subjects they learn. Teachers establish clear routines and expectations.

They provide plenty of opportunities for pupils to work cooperatively. During lessons, most pupils behave well. However, on occasions a few pupils find it hard to regulate their behaviour.

Leaders ensure that pupils learn about other faiths and cultures and about equality and diversity. Pupils are tolerant of views and opinions that may differ to their own. They have many opportunities to develop their citizenship skills, for example by recycling, and organising events to improve their local environment.

Staff are extremely positive about school leaders. Staff told inspectors that leaders really do consider their workload and well-being. Staff said that they feel very well supported.

They said that they have the time and training they need to do their jobs well.

Safeguarding

The arrangements for safeguarding are effective.

There is an established culture of safeguarding at Ixworth Church of England Primary School.

Leaders ensure that all staff receive regular training to keep their safeguarding knowledge up to date. Staff know how to raise and respond to safeguarding concerns.

Leaders are vigilant and determined in their safeguarding duties.

They follow up concerns swiftly. Leaders work in close partnership with a range of expert services. They provide suitable support for vulnerable pupils and their families.

Members of the local governing body and trustees have a secure oversight and knowledge of safeguarding procedures in the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers use assessment well to check on pupils' learning as they go along. Assessing how effectively pupils have retained knowledge and skills in the longer term, across the wider curriculum, is not fully developed.

As a result, teachers cannot be sure how well pupils are remembering their learning over time. Leaders should ensure that the information teachers gather when assessing pupils' learning is used to inform longer-term curriculum planning. ? Some pupils have significant behavioural needs and find it hard to manage their own behaviour in lessons.

This leads to occasional disruptive behaviour. Leaders are introducing new approaches to support staff and pupils but these are not used consistently across the whole school. Leaders should ensure that staff are given more training and support to manage challenging behaviour when it occurs.