Aldercar Infant School

Highlights from Latest Inspection

What is it like to attend this school?

This school feels like one big family. It is a happy, vibrant and nurturing place. Pastoral support is of particularly high quality.

Pupils and families talk positively about the help and support the school puts in place to help them succeed. Pupils overwhelmingly say how much they enjoy attending. As one pupil, representing the view of many, excitedly stated: 'This school is the best thing in the whole wide world, better than a holiday.'



There is a strong, inclusive and caring ethos. The presence of the education resource facility (ERF) for hearing-impaired children helps pupils to understand difference. The deaf club enables pupils to celebrate difference...s in the world.

Pupils talk positively about everyone's uniqueness. Mini leaders assist other pupils at playtimes and lunchtimes. They take these responsibilities seriously, proudly sharing how they help others.

The school has high expectations for all pupils to achieve well. There is a sharp focus on pupils' individual needs. The school makes sure that staff know its pupils well.

Pupils achieve well including those who are disadvantaged and those with a special educational need and/or disability (SEND). Parents recognise that the school considers their child's individual needs for learning and their personal circumstances.

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

Learning to read is prioritised at this school.

Staff apply a consistent approach to the teaching of reading. Should pupils fall behind, staff quickly provide them with the support they need. They soon catch up.

Carefully chosen vocabulary extends pupils' spoken and written vocabulary. This is evident in their work, for example using the word 'reign' when talking about Queen Elizabeth II. Throughout the curriculum, quality books support pupils' learning.

Whole class story time develops an excitement for books. Pupils enjoy reading.

The school has established an ambitious curriculum.

It has made sure that key knowledge has been identified. Knowledge is connected over time, from the early years foundation stage (EYFS) to Year 2. Knowledge is revisited to help pupils remember long term.

Teachers adapt learning opportunities to support pupils. However, the school has not fully checked how well these adaptations are made. In a few subjects, teachers do not consistently adapt work well.

As a result, some higher attaining pupils do not get opportunities to extend their thinking. Pupils talk enthusiastically about their learning. In art and design, they talk of Hockney's work.

Pupils explain about his use of colour and detailing in self-portraits. In many subjects, teachers provide the right help for pupils to secure and recall their learning. Teachers' strong subject knowledge helps them correct pupils' misconceptions.

Children settle well into the nursery and early years. The school effectively helps families to ensure that their child knows what to expect when they join. The sharing of a small toy dog, Hector's puppy, helps build a connection between the school and home.

Staff provide carefully selected activities to help children learn. Staff in the setting share information about what children can and cannot do effectively. Activities change so that children who need extra help, get the right support.

Children work independently and with each other well. It is evident they enjoy their learning.

Pupils behave well in and around school.

The school has high expectations of pupil behaviour. Hector, a toy dog, reminds pupils of the school rules. Adults and pupils develop caring and respectful relationships.

Pupils learn that they are in control of their own behaviour. Pupils want to do well. They want to be in school and attend regularly.

Pupils with SEND do well. Teachers adapt learning so that these pupils are well supported. There is an ambition that all pupils with SEND succeed.

The school works well with parents, carers and wider services. Pupils receive the extra support they need.

The school prepares pupils well for life beyond Aldercar.

It works continuously to help pupils overcome any barriers they may have. The 'Hive' is a place where pupils learn to manage their feelings and behaviour. The Honey Bees club builds pupils' confidence.

Knowledgeable staff understand what support individual pupils need. They cater for these needs, so pupils develop resilience. There are a range of clubs on offer.

The 'smart school council' encourages pupils to discus and debate. They develop their own opinions about how to make the school a better place.

Leaders at all levels have a clear understanding the school's strengths and developmental needs.

All staff unite as one team to make the school a better place. Governors and trustees understand their roles and responsibilities towards this aim. The school and the multi-academy trust (MAT) work well together to bring about improvement.

Parents are united in their praise for the school.

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 has not yet fully checked on the impact of recent changes to the curriculum.

In a few subjects, teachers do not consistently adapt work well. As a result, some higher attaining pupils do not get opportunities to extend their thinking. The school should ensure that it checks with greater precision that the improvements made are having the intended impact.