Anthony Curton CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school. They feel happy and safe at playtimes.

They know the school values, such as patience, self-control and forgiveness. Pupils are kind to each other and care for one another.

The school has high expectations for its pupils.

Children in the Reception class quickly learn how to behave as expected. They show this in class and in whole-school assemblies, where they listen well. Older pupils understand the school routines.

They show respect to their teachers by listening attentively and completing the activities they are given. Pupils ask for help confidently when they need it.

Pupils benefit from a curriculum which is... rich in knowledge.

This includes pupils with special educational needs and/or disabilities (SEND). Pupils enjoy their learning and remember important points. They try their best to do well.

Most pupils present the work in their books neatly, showing pride in its presentation.

Pupils have access to a wide range of clubs. These include football, dance and arts and crafts.

They are well attended and are open to all. Pupils can learn to play an instrument or join the school choir. They relish these opportunities to improve their talents and interests.

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

The school, with the support of the trust, has designed an ambitious curriculum. This sets out clearly the knowledge and skills that pupils will learn and when they will learn them. The curriculum is well planned from the early years through to Year 6.

Teachers have strong subject knowledge. They are well trained. The work that teachers give pupils usually supports successful learning.

The knowledge that children gain in the Reception class prepares them well for learning in the later years.

Occasionally, in some classes, tasks are not well designed to meet the needs of all pupils. Some pupils can become confused or distracted.

This means that they do not always make the progress they should.

Pupils with SEND are identified promptly. Teachers and support staff are well trained.

They know how to adapt their teaching. This ensures that pupils with SEND successfully access the full curriculum.

Pupils enjoy reading.

The school ensures that pupils at the early stages of learning to read are given books matched to the sounds that they are learning. This helps them to practise and master important skills. Teachers identify those pupils who fall behind.

Pupils get effective support to help them to catch up. Therefore, pupils gain confidence and fluency. Pupils read a wide range of literature.

The school emphasises the link between reading and writing. Teachers in the Reception class help children to correctly form their letters. In other year groups, teachers have increased the amount and quality of writing they expect pupils to produce.

This ensures that many pupils become skilled, independent writers by the time they go to secondary school.

The school's systems for checking how well pupils are learning are well established in most subjects. In some subjects, where curriculum plans have recently been revised, these checking systems are still developing.

Teachers sometimes identify pupils' errors but do not always provide effective guidance to ensure they are not repeated. Pupils make the same errors again, and this slows their progress.

Pupils understand the school rules and behave well.

Most attend school regularly. However, a minority still miss too much school. Leaders have identified reasons for this.

Their actions to encourage those who struggle to maintain regular attendance are working.

The trust and the school provide a wide range of opportunities to improve pupils' personal development. For example, pupils serve on the school council and act as monitors in the school library.

They support charities and the local food bank. Pupils learn how to keep themselves safe both in the community and when online. All pupils have access to a wide range of clubs.

Pupils reflect on ways of helping and being kind to one another. Pupils have opportunities to join other schools for various activities. These include science lectures or visits to art galleries.

Trustees and the governing body offer effective challenge and support. They take account of staff well-being. For example, when scheduling meetings or introducing changes to the curriculum.

Parents and the wider community are welcome in school, for example, to visit the new community library. Many parents speak highly of the work of the school. However, a minority believe that communication is poor and that some concerns could be handled better.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Occasionally, teachers do not provide work or activities that helps pupils learn effectively. Activities are not always well matched to pupils' needs.

As a result, pupils can become confused or distracted. The school should ensure that teachers plan activities that are designed to meet all pupils' needs. This will help pupils to learn and remember more.

Teachers do not always check whether pupils correct basic errors that have been identified. As a result, pupils can repeat these errors. The school should ensure that teachers use checks on pupils' learning to address misconceptions.