Amble Links Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love attending this school. The youngest children make a great start in 'Little Pebbles', which is the provision for two-year-olds.

They continue to grow in confidence through the Nursery and Reception classes. Pupils enjoy their learning throughout the school. They achieve well in most subjects.

They develop a strong sense of responsibility and enjoy helping each other. Pupils and staff treat each other with respect. Behaviour, both in and outside the classroom, is impeccable.

The school has very strong systems to support pupils and their families. Staff are quick to identify barriers to learning. Parents can easily access advice about their children....

Right from the start, staff adapt their approach to meet children's needs. Pupils with special educational needs and/or disabilities (SEND) achieve well. They play a full part in all aspects of school life.

Pupils strive to live up to the school's high expectations. They are helped by a culture of support and encouragement. Pupils love the 'it's OK' activities that celebrate differences.

They enjoy taking part in the wide range of clubs and activities. They learn about different careers by meeting members of the community, who help rid the school of the mischievous 'Amble Links elves'.

Pupils feel safe at school.

They know when and how to seek help. They trust staff to take them seriously and to sort out any problems if they arise.

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

Leaders, including governors, are ambitious for all pupils.

They constantly check and improve provision, making effective use of external advice. Staff feel listened to about their workload and well-being. They collaborate on improvements to the curriculum.

This leads to successful implementation. The curriculum for the new Year 5 class and the revised programmes for reading and mathematics are strengths of the school.

The school's curriculum is broad and sequenced.

Most subjects are well developed, and several are exceptionally strong. In these subjects, staff have detailed knowledge of key learning and pupils achieve high standards. A few foundation subjects are in the earlier stages of development and design.

The school is currently reviewing subject content and training needs for staff. In these subjects, pupils' knowledge and understanding are less secure.

Provision for pupils with SEND is excellent.

Staff are expert at identifying pupils' needs early on. The school also makes good use of external expertise and specialist staff. As a result, the school provides a range of effective adaptations.

This includes support from adults, 'now and next' visual timetables and distraction screens. This support allows pupils with SEND to learn well. Most can keep up with their peers.

The school aims for all pupils to be fluent readers by the end of Year 1. Children in 'Little Pebbles' and Nursery classes enjoy a range of stories, songs and rhymes. Many sing as they play.

By the time they enter Reception class, children know many of their letter sounds. They are ready to begin formal phonics lessons. Phonics provision is strong.

Pupils have regular opportunities to learn and practise sounds. Their reading books and writing activities match the sounds they learn. Pupils at risk of falling behind receive extra phonics and reading sessions to help them catch up.

Most pupils practise their reading at home. Almost all pupils achieve well in phonics and are fluent readers by the time they start Year 3.

The mathematics curriculum is well sequenced.

Pupils gain a thorough understanding of mathematical concepts and vocabulary. They have regular opportunities to apply their knowledge through solving problems. Most pupils enjoy their mathematics lessons and achieve good outcomes.

The school's programme for pupils' personal development is superb. Pupils use the '3Rs Robots' to help them understand responsibility, respect and resilience. Staff teach and celebrate these throughout school life.

Pupils have lots of opportunities to take on responsibility. They value the work of play leaders, corridor monitors, library monitors and lunchtime helpers. The school's personal, social and health education (PSHE) programme is thorough.

Pupils develop a strong understanding of relationships, equalities and fundamental British values. They use the 'ask it basket' if they want to ask questions privately. This work has a positive impact on behaviour and the respect pupils show each other.

Pupils understand how to keep themselves safe. Their knowledge of online safety is exceptional.

Children thrive in the early years.

Every area of the curriculum supports a strong start for key stage 1. Communication with parents is very effective. Children are quick to settle and learn routines.

Even the youngest help to tidy up and can put on coats and boots. Staff are adept at developing children's language and social awareness through conversation. Children show remarkable cooperation, independence and interest in their learning.

Well-planned activities and resources support this. As a result, children achieve strong outcomes.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few foundation subjects are at an earlier stage of design and implementation. As a result, there are gaps in pupils' knowledge. The school should ensure that staff receive training in these subjects and that pupils know and remember important concepts, so that pupils' knowledge in these subjects matches the high standards reached in the rest of the curriculum.