Yenton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Yenton Primary is a warm and welcoming place to learn. The school has high ambitions for every pupil, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND).

Staff want all pupils to succeed. Pupils make positive progress and learn the curriculum well.

The school has embedded its values of respectful, excellent, successful, proud, exploring, communication and teamwork – the acronym RESPECT – into many aspects of school life.

Pupils speak confidently about why these values are important.

From listening carefully and working hard in lessons, to helping other pupils in the dining hall at lunchtime, pupils try... their best. Pupils feel safe in school and know that trusted adults will help them to deal with any worries.

There is a range of opportunities on offer, including after-school sporting clubs. Pupils enjoy the responsibility of being school councillors, playleaders and head pupil. All pupils learn how to play a musical instrument.

Pupils value learning in the outdoors and how to swim.

Many parents and carers are positive about the school and the support their children receive to learn well, work hard and prepare for life in the local community and beyond.

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

The school has designed an ambitious curriculum for all, including pupils with SEND.

Staff identify the needs of pupils with SEND swiftly as they enter the school. Staff are well trained to ensure that they can provide high-quality support for pupils with a range of needs. Adaptations to learning are made to ensure that pupils with SEND fully participate in lessons and understand what is being taught.

Careful thought has been put into developing the curriculum, and it is sequenced well from early years to Year 6. The curriculum is underpinned by the national curriculum and enhanced by the school's values. However, not all subjects have been given as much attention in defining clearly the smaller steps of learning.

The school checks on how well different subjects are taught. This keeps staff informed about pupils' learning and where curriculum adjustments are needed. However, the school's vision for the use of assessment has yet to be fully realised.

In some subjects, teachers are less clear about what pupils know or do not yet know.

The teaching of early reading is strong. The language-rich Reception provision prepares children well for key stage 1.

Careful and efficient teaching builds pupils' knowledge of sounds and words. By the time pupils move into key stage 2, most are doing well with reading. Those who need an extra boost receive daily support that helps them catch up.

In addition to providing reading lessons, staff read aloud to classes. They introduce pupils to a well-chosen set of books.

The school provides a highly effective personal development offer for all pupils.

They learn not to discriminate against others, such as on the grounds of ethnicity, religion or gender. Pupils have a well-developed understanding of tolerance and respect.

Pupils have a secure understanding of how to keep safe.

This includes when online or in the real world. The school encourages pupils to think about others who are not as fortunate as themselves. Clubs and trips enhance pupils' enjoyment outside the classroom.

Clear expectations help pupils to behave very well. This starts in Reception. Here, children join in lessons with enthusiasm and stop to listen carefully to adults as soon as they are asked to.

They show respect for their friends as they listen to, and value, everybody's contributions. Pupils learn to celebrate difference. They show empathy and say, 'treat everyone the same'.

Some pupils still have poor attendance despite staff working to improve this, which has a negative effect on their learning.

Staff say that they value being part of the school team. They have regular training and share practice with other schools.

Staff say that they are treated fairly and that workload expectations are reasonable. Many parents appreciate the support and care their children receive.

The multi-academy trust has worked closely with the school to support and drive improvements.

Advocates and trustees know the school well and use their expertise to support and challenge leaders very effectively. Staff value the ongoing training they receive and appreciate that their well-being is prioritised.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school is still in the process of defining the small steps of learning in some foundation subjects. This means that pupils make stronger progress in some subjects than in others. The school should continue to strengthen its curriculum design so that pupils' knowledge builds sequentially and securely in all subjects.

• At times, teachers do not use assessment in some foundation subjects accurately enough to identify how well pupils are achieving. This means that the school does not have a clear enough overview of pupils' progress. The school should make sure that assessment systems in foundation subjects are purposeful and used effectively to ensure that the curriculum is impacting as intended.

• A significant number of pupils are absent or persistently absent from school. This impacts how well they learn and slows their progress. Leaders should continue to review how they work with parents and outside agencies to tackle pupils' poor attendance to ensure that all possible steps are being taken to improve pupils' attendance.

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