Astley Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Astley Primary school is a positive and caring place for pupils to learn.

Pupils know that there is always an adult to talk to at school. They appreciate the way that the adults help them with their friendships and their learning behaviours. Pupils are caring towards each other and think that behaviour is good in the school.

Adults are positive role models at Astley Primary school. When they talk to pupils, they remember to project the school's '4 Cs' of being 'calm, caring, consistent and constructive'. In assemblies, pupils are taught about values such as 'thankfulness'.

Pupils benefit from this positive role modelling. It helps them to learn how to communi...cate nicely with their friends.

Pupils enjoy their lessons, and they value the variety of clubs that are on offer.

They like receiving rewards, such as 'hot chocolate with the headteacher'. Pupils play an active part in school life through, for example being able to take on responsibilities such as 'roving reporter', lunchtime monitor or school council member. Pupils collect ideas with their class peers and present to leaders on how to make the school a better place.

Pupils are encouraged to support charity through fundraising.

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

Since the appointment of the headteacher and the deputy headteacher in September 2019, senior leaders and teachers have worked together to re-write and improve the curriculum. As part of this process, the role of subject leader has been enhanced through training and extra opportunities for collaboration.

Subject leaders share senior leaders' enthusiasm for curriculum development. They have been given time to focus on their subject lead responsibilities and they have shared their new subject knowledge with teachers.

Pupils are learning more and remembering more of the curriculum.

They enjoy their lessons. This is because the curriculum content has been carefully chosen and teachers teach with enthusiasm. Careful monitoring and a range of assessment methods help to give leaders and teachers assurance that pupils are benefiting from the changes to the curriculum.

In a small number of subjects, the curriculum is at an earlier stage of development. Leaders would like to develop these subjects further by, for example adding in more opportunities for pupils to make links with prior learning.

The early reading curriculum is well sequenced.

Pupils have plenty of opportunities to practise their phonics. Leaders ensure that the books pupils use for practise are well matched to the sounds they learn. Staff, including teaching assistants, are well trained in how to teach phonics.

They are keen for pupils to become fluent readers. Leaders' plans ensure pupils encounter a range of different types of books and poetry, both classic and modern. Pupils develop a love of reading.

A relatively new approach to encouraging positive behaviour and attitudes is helping to meet the needs of pupils who require additional help to behave well. The pastoral team are integral to this approach. They provide nurture support.

This helps pupils to be ready to listen and respond well during lessons.

Staff say that the school's approach to managing behaviour is easy to understand for both adults and the children. Adults are consistent in their management of behaviour and pupils are encouraged to be reflective.

A range of unique rewards gives pupils lots to aim for in their learning and their conduct.

The school provides a range of clubs that cater for pupils' talents and interests. There is a varied calendar of events as part of the school's house system.

Pupils learn a lot about other cultures as part of the school's 'life skills' curriculum. This helps to develop their understanding of the wider world and prepare them for the next stage of education.

Children in the early years play nicely with each other and take turns.

They have opportunities to develop their ability to concentrate for extended periods. Leaders have worked together to ensure that the curriculum prepares children for learning in Year 1 and beyond. Assessment is used to continuously track how well pupils are developing in all areas of the curriculum.

Assessment also enables staff to identify pupils who need additional support.

The headteacher's vision for education is shared by governors and trust leaders. They have supported the headteacher, school leaders and staff to work together to improve the curriculum offer and to develop pastoral support.

This enables subject leaders to flourish in their roles. All staff spoken to and all of those who responded to Ofsted's staff questionnaire feel that leaders are considerate of their workload and supportive of their well-being.

Safeguarding

The arrangements for safeguarding are effective.

There is a positive culture of safeguarding. Communication with families is a strength of leaders' safeguarding approach. Staff know the pupils and their families well.

Children are taught how to keep safe, including online. Pupils know they can go to an adult for support if they need it.

Staff are familiar with safeguarding procedures and have been trained to keep pupils safe.

They know how to identify signs of abuse and how to record concerns appropriately. The school's systems for record keeping and support for pupils are monitored closely.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the teaching of the curriculum does not enable pupils to secure all the knowledge that is set out in the curriculum plans.

Pupils do not have enough opportunities to recall and build on prior learning. As a result, pupils remember some of the content set out, but do not secure a deeper foundation of knowledge in these subject areas. Leaders should ensure that teaching in all subjects helps pupils learn well.

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