Antingham and Southrepps Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school. They enjoy being part of the 'Antingham family'.

Pupils speak positively about their experiences. They say that everyone gets along together. Pupils say they are happy to welcome everyone to their school.

Pupils are happy and safe. It is a place where 'everyone knows your name.'

Pupils enjoy warm relationships with adults, and they respond positively to high expectations.

They work hard in class and try their best. They earn rewards such as star of the week and headteacher's certificates, which motivates them in their work and play.

Pupils behave well in lessons and during social times.

They unders...tand the school rules. Pupils have created class charters to make clear how everyone should treat one another. Where any problems occur, leaders have clear systems to support the few pupils who struggle to manage their behaviour.

Pupils say bullying is rare. They are confident that staff deal quickly with any concerns.

Pupils enjoy developing their leadership responsibilities.

As play buddies or reading ambassadors, they are keen to help peers, including younger pupils. Weekly bushcraft lessons are eagerly anticipated. Pupils learn about their wider responsibilities for keeping safe and looking after their local area.

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

Leaders, supported by the trust, have greatly improved the school. A team approach contributes well to the school's work. Staff are well supported to carry out their roles effectively.

Leaders have planned a detailed and carefully sequenced curriculum. It clarifies exactly what pupils should learn in each subject. Curriculum plans start from the time children enter the Nursery through to Year 6.

Pupils build their knowledge step by step. For example, children in the early years used their knowledge of dinosaurs to discuss whether creatures were extinct or existed today.

In a few subjects, such as history, subject plans are in the early stages of being delivered.

Leaders' intentions are not yet fully realised. Some pupils do not have opportunities to apply what they know. This means that they are not becoming expert in all the subjects they are learning.

Leaders check how pupils are faring in the curriculum. This means that leaders know the strengths and weaknesses of the curriculum. Teachers also check on what pupils know and can do.

They ask questions and probe what pupils already know. Teachers tackle gaps in pupils' knowledge to build their understanding securely. In mathematics, for example, pupils receive extra practise to help them understand how to use equivalence to solve problems using decimals.

Pupils with special educational needs and/or disabilities (SEND) receive guided support from well-trained staff. Individual targets on pupils' learning plans identify small, achievable steps. Teachers understand how to use these to change their plans to meet pupils' additional needs.

Pupils with SEND build their knowledge, helping them to do more over time.

Leaders ensure that learning to read is a high priority. Staff's pedagogical practice for teaching phonics is secure.

Pupils quickly learn the sounds they need to read confidently. Pupils who need to catch up receive effective extra help. Pupils enjoy reading books and listening to stories.

Teachers choose books from a list of selected texts so that pupils read a wide range of texts throughout the year.

Pupils are attentive in class and readily support one another in their work. Pupils willingly share their ideas for learning and debate opinions sensibly.

Leaders have a well-planned and thoughtful approach to pupils' personal development. Pupils talk knowledgeably about diversity and the importance of equality. For example, each class is named after an important international leader.

Pupils' research of these characters has helped to promote a deeper understanding of different cultures and faiths.

Some parents have mixed views about decisions made by leaders regarding new class arrangements. They do not understand how the needs of pupils of different ages can be met within a single class.

Leaders have not fully communicated how the curriculum is planned to support pupils' achievement.

Trustees, together with governors, know the school well. They hold leaders to account for the success of pupils who attend the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders place high importance on safeguarding. Staff are well trained and regularly briefed about safeguarding matters.

Staff are alert to any concerns regarding pupils' welfare. They use the school's safeguarding systems to record their concerns in detail. Leaders act in the best interests of pupils to ensure that they receive the help they need to keep safe.

Pupils understand how to keep themselves safe, both in and out of school. They learn about internet safety so that they are aware of the dangers when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few aspects of the curriculum are in the earlier stages of implementation.

As a result, pupils do not build a deep understanding to become more expert in everything they are learning. Leaders should ensure that teachers understand how to deliver the content of their plans to secure pupils' understanding across all subjects. ? Some parents are not clear about how the curriculum is meeting the needs of all pupils in classes with mixed ages.

They do not understand the reasoning and intent behind why classes are structured in this way. As a result, they are not confident that pupils are making progress in their learning. Leaders should continue to build on the work they have started so that parents have a stronger confidence in the progress their child is making through the curriculum.