Alston Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel a strong sense of belonging at this small, happy school. They are confident that staff know them well and will support them with any worries that they may have. Pupils of all ages interact positively with each other.

For example, they delight in playing group games together at playtimes. Pupils are happy at school and learn in a calm and caring environment.

Pupils develop their confidence and leadership skills by taking on roles such as reading buddies, school councillors and 'mini police'.

Pupils are proud of the impact that they have on others through these roles. For example, pupils speak about how they keep younger children safe at playtimes a...nd how they raise money for charities.

The school's curriculum reflects its high expectations for pupils' achievement.

It has considered the local, rural context of the school when designing the curriculum to ensure it meets the needs and interests of the pupils. Pupils enjoy their learning and typically achieve well across a broad range of subjects.

Pupils are polite and respectful towards others.

Staff provide effective support to pupils who struggle to regulate their emotions. Pupils are clear that everyone is equal and is welcome at their school.

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

The school's curriculum is broad, ambitious and engaging.

In the main, the school has identified what pupils should learn across the curriculum. However, in some subjects, the essential knowledge that pupils must know has not been defined clearly enough. Consequently, at times, pupils' learning does not build securely, and they struggle to remember knowledge in the longer term.

Staff's subject knowledge is secure. They benefit from professional development, which supports them to deliver the curriculum well. Staff use resources, such as artefacts, to help bring learning to life.

The school makes adaptations to the delivery of the curriculum to enable pupils with special educational needs and/or disabilities (SEND) to successfully learn alongside their peers.

The school utilises a range of methods to check how well pupils are learning. Staff review pupils' work and ask them questions.

In the main, these checks on learning provide the school with clear information about how well pupils understand and remember the knowledge that has been taught. However, in some subjects, these processes are still being refined and are not as effective as they could be in identifying, with precision, any gaps in pupils' learning.

The school works closely with parents and carers and its feeder nursery to gain an understanding of children's needs before they start attending the school.

This ensures a smooth transition for children into the Reception class. The school identifies the additional needs of pupils with SEND swiftly and accurately and ensures that support is put in place to meet these needs.

Staff foster a love of reading among pupils.

They read to pupils in a way that excites them. Pupils have opportunities to engage with illustrators to find out how they bring the characters to life through their illustrations. The school delivers its phonics programme as soon as children start in the Reception class.

Pupils rapidly gain confidence and fluency in reading. Staff diligently check how well pupils are progressing with reading and provide swift and effective support to pupils who struggle to keep up with the phonics programme.

The school maintains high rates of attendance.

Staff monitor pupils' attendance carefully and act swiftly to identify and resolve any issues. This includes offering individualised support for families, which has a demonstrable impact on improving their children's attendance.

Pupils understand, and live up to, the school's high expectations of their behaviour.

In the early years, children listen carefully to staff's instructions and readily follow the embedded routines at transition times. They collaborate and sustain concentration as they engage in creative, active play.

The school provides pupils with experiences that they may not otherwise encounter.

For example, they have opportunities to play wheelchair basketball, to visit a music studio and to learn to play musical instruments. Pupils develop their interests and talents through attending a range of clubs, including football, choir, computing and dance. Pupils enjoy participating in performances to a range of audiences, including in the recent school production.

They represent the school at sporting, dance and singing events. Pupils contribute to their community through helping to plant trees in the local area and taking part in local events to commemorate Remembrance Day.

The governing body provides effective support and challenge to the school.

It considers the well-being and workload of staff. The school collaborates across the federation to share expertise.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the essential knowledge that pupils should learn is not clearly identified. As a result, at times, pupils' knowledge in these subjects does not build securely. The school should ensure that there is clarity about the essential knowledge pupils should learn in all subjects, so that pupils develop a deep body of knowledge and are well prepared for the next stage of their education.

In some subjects, the school's checks on learning do not provide information that precisely identifies how well pupils have learned the curriculum and whether there are any gaps in their knowledge. This means that gaps in pupils' understanding are not addressed as quickly as they could be. The school should strengthen its work to develop its checks on learning so that staff are able to identify precisely how securely pupils have learned the curriculum.

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