Amberley CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are safe, happy and secure. They are surrounded by adults and peers who know them well and care for them at this small friendly school.

An adult with a listening ear is never far away if pupils need to share a worry. They appreciate that any concerns will be listened to and acted upon.

Staff expect pupils to behave well and work hard at school and they do.

This is the norm. Pupils rise to these expectations and are clear that respect is important. They are positive about how they are treated and extend this to others.

Pupils enjoy their social times. They get along well together at playtimes, when they enjoy the games and activities on offer i...n the extensive space.

Pupils apply themselves with industry and enthusiasm to the tasks they are set.

They listen to their teachers and follow instructions. These factors contribute to pupils achieving well at school. Parents and carers are, rightly, positive about the provision.

They appreciate that their children 'flourish, feel valued and are heard' at this school.

Pupils benefit from opportunities to be part of their wider community through, for example, carol singing. Well-chosen trips help expand their understanding of other communities and more urban environments.

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

The school has taken swift and effective action to respond to the areas for improvement identified at the previous inspection in May 2023. The school has acted upon a range of external advice to help drive things forward successfully. Staff feel positive about the changes that have been made.

These have included careful consideration of their workloads so that they can focus on teaching. Morale is high and everyone shares a sense of pride in being part of the team. Staff are united in their determination to continue to raise standards even further and secure the very best for pupils.

The school has ensured that an ambitious, broad and balanced curriculum is in place. This sets out clearly what pupils will learn and when, from Reception to Year 6. All pupils are supported well to access the curriculum.

Recently a review of some subjects, such as history, and design and technology, has helped to further develop sequences of learning. Pupils are building knowledge and skills increasingly well in these subjects. The school is in the process of reviewing other subjects across the wider curriculum.

The school ensures that pupils with special educational needs and/or disabilities (SEND) have their needs identified accurately. Staff use this understanding to ensure that pupils with SEND get the help they need to participate fully in all aspects of school life and to be successful.

In English and mathematics, systems for checking what pupils remember, know and understand are well developed.

Staff have strong subject knowledge, which helps them to deliver the planned curriculum effectively. Teachers use this to adapt their teaching and activities. This supports all pupils well, including those with SEND.

These systems are not yet fully in place across the wider curriculum. This makes it harder for teachers to identify and build on pupils' prior knowledge successfully in these subjects.

The teaching of early reading through phonics has been strengthened through staff training and improved resourcing.

The school has ensured that learning to read is a priority. Children start to learn their phonics straight away in Reception. Careful checking swiftly identifies if pupils start to fall behind.

These pupils are given the help they need to catch up quickly, using books that are accurately matched to their needs. This helps them to achieve success and builds their confidence. Pupils learn to read accurately.

They enjoy both reading and being read to.

Pupils mostly attend school well. The school rightly promotes the importance of regular attendance.

The school works closely with parents and carers to help support pupils in coming to school every day, on time and to address any barriers to this.

Pupils' personal development is well provided for through the curriculum. In addition, pupils enjoy a wide range of opportunities to explore interests and take on roles of responsibility, such as being part of the school council.

Pupils have a strong awareness of the school values. These are important to them. They carefully consider their nominations for the 'values ambassador awards' that are given out weekly in assembly.

Pupils also demonstrate a secure understanding of fundamental British values. For example, by making links between tolerance and the school value of respect.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of foundation subjects, the school has not fully set out clearly enough the specific content they expect pupils to learn. This leads to gaps in pupils' knowledge, meaning pupils are not yet sufficiently building their understanding over time. The school should ensure that all subjects have clearly outlined curriculums to help pupils learn well in every subject.

• Processes for checking what pupils have learned and remembered are not yet fully developed across all foundation subjects. This means that teachers do not always identify and address pupils' gaps or build on prior learning in all subjects as successfully as they do in English and mathematics. The school should ensure that systems to check pupils learning are used across all subjects consistently so that pupils build on prior learning successfully.