Avanti Meadows Primary School

Highlights from Latest Inspection

What is it like to attend this school?

As the school expands, many pupils arrive with a range of previous experiences.

They swiftly follow the 'Avanti way'. From the very start, pupils develop the deep consideration for others, self-reflection and kind relationships that are at the heart of this school. Pupils appreciate the diversity within the school community.

They are tolerant and respectful.

The school has a calm and orderly atmosphere. Pupils quickly learn the behaviour routines.

As a result, they settle to the tasks that teachers set for them and lessons proceed smoothly. Pupils know the 'golden expectations' and understand how these can keep them safe. Older pupils volunteer to ki...ndly help their younger peers to join in games at breaktimes.

Pupils are proud to be challenged in their lessons. They are determined to try hard and do well. In most classes and lessons, teachers have the expertise to teach well.

Most pupils achieve high standards in their work. They are eager and ready for their next steps.

There are many ways for pupils to try out new interests and develop their talents, with club's as diverse as fencing, crochet, drama and gardening.

From the early years, pupils calm their minds through regular mediation and yoga.

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

Since opening in September 2021, this school has developed rapidly. Leaders constantly review the school's effectiveness.

They make changes to bring about improvements. The school recognises the importance of high-quality teaching. It invests in training and support for staff to establish a stable and effective workforce.

This work is supported by the implementation of 'Avanti habits'. These provide a consistent approach to developing highly effective teaching across the school.

The trust has worked with leaders to put in place an ambitious curriculum.

This curriculum clearly sets out how learning develops over time. Teachers introduce new concepts and vocabulary clearly. Teachers establish effective routines for pupils to share their ideas and extend their thinking.

Pupils get many opportunities to apply their learning in extended writing tasks. In lessons, teachers regularly revise key ideas, which helps pupils to recall much of what they have learned. In a few subjects and classes, adults are developing their teaching expertise and pupils do not demonstrate their new learning as effectively.

However, in most classes, pupils are highly enthusiastic and produce work to a good standard.

The teaching of reading has been a priority. Recent investment in training and resources means that teachers have the skills to teach reading well.

Teachers regularly check on learning to ensure that children from the early years get books and lessons that are well matched to their developing reading skills. Pupils who fall behind get swift, effective support to catch up. Most pupils quickly learn to read confidently and well.

Older pupils have very positive attitudes to reading. They talk knowledgeably about the range of high-quality texts they encounter in lessons and through independent reading.

Pupils with special educational needs and/or disabilities (SEND) are well included in lessons alongside their peers.

Teachers adapt materials and provide extra resources when needed. Staff ensure that pupils with the highest level of need receive, well-planned, carefully tailored support. However, while many pupils are getting the right help, the school's systems to ensure that this is consistently in place and effective are not well developed.

As a result, support for some pupils is less effective. Leaders at every level do not have the right information to check how well pupils with SEND are achieving and secure the confidence of all parents.

Teachers establish clear rules and routines.

Pupils know and understand them. They follow them in lessons and around the school. Pupils develop positive attitudes to learning and most pupils demonstrate the high standards of behaviour and self-control that their teachers expect.

Pupils look forward to their lessons and most pupils attend regularly and happily. They spontaneously clap each other and celebrate their successes. Leaders are working to improve the attendance of the few pupils missing too much school time.

Some of these pupils are disadvantaged and have much to gain with more regular attendance.

Spiritual insight and character development are key tenets for the trust and school. Staff thread the values of self-discipline, respect, empathy, integrity, courage and gratitude through the curriculum and life of the school.

Pupils understand British values, such as tolerance and law. They debate 'big questions' and consider the views of others. Pupils look after their environment and each other.

Older pupils take on many leadership responsibilities, as they are proud to play their part in the ethos of care throughout the school.

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 few classes and subjects, teachers' expertise to teach the curriculum is less developed.

As a result, teachers do not help some pupils to achieve as well as they could. The school should ensure that teaching in all classes and subjects is effective for all pupils. ? Leaders do not always know if extra help is securing the best possible outcomes for pupils with SEND.

As a result, some support is not well matched to pupils' needs and some pupils with SEND do not achieve as well as they could. The school should ensure that pupils with SEND receive support and adaptations to teaching that are matched precisely to their needs. The school should monitor and review provision for all pupils with SEND carefully to ensure that it is highly effective for all.

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