Awbridge Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are rightly proud of their school, accurately described by governors as 'small but mighty'. From a young age, pupils develop strong leadership skills.

This contributes significantly to the aspirational and positive learning environment. Roles of responsibility, including house captains, sports leaders and bronze ambassadors, are cherished. Older pupils act as role models.

They develop confidence by helping others with their learning and organising school events and activities.

Warm relationships exist between pupils that extend across year groups. Pupils are kind and helpful.

Without prompt, they assist their teachers in keeping the school loo...king its best. Pupils behave exceptionally well. High expectations for pupils' conduct are held by all staff.

Pupils consistently live up to the school value of respect. They are polite and courteous towards others. Pupils value diversity and recognise the uniqueness of each member of their community.

They are cheerful and feel safe, knowing help is readily available from caring staff when needed.

Pupils, including those with special educational needs and/or disabilities (SEND), learn well across a rich and stimulating curriculum. Pupils delight at doing things well, confidently demonstrating what they have learned.

Parents value the school. One described the 'wonderful, supportive environment, offering so many opportunities for children'.

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

The school's curriculum is ambitious and well-constructed.

Careful thought has ensured that pupils in mixed-age classes learn progressively over time. Consequently, pupils learn well. In particular, both in reading and mathematics, they achieve highly in statutory assessments.

The needs of pupils with SEND are well-known by all staff. Individualised plans identify the support they need to achieve success. Adaptations to learning are provided confidently by staff.

Children get off to a flying start in early years. Here, the school has ensured that children learn from an expertly designed curriculum. The key steps of knowledge to prepare children for key stage 1 have been precisely identified.

The classroom and outdoor environment are a hive of focused play and learning. Highly trained staff constantly interact with children. They narrate the activities they have prepared for children, modelling high standards of communication and language.

In many subjects in key stages 1 and 2, the curriculum is implemented very effectively. Teachers introduce new learning clearly and provide activities that help pupils build their knowledge securely. Whether it is a piece of writing, or a creative task, pupils work diligently and to the best of their ability.

Teachers check carefully on pupils' learning. They provide prompt help when pupils are unsure. However, in some subjects, the way the curriculum is taught is not as effective as in the strongest areas.

On occasions the activities selected, or the way in which new learning is presented by teachers, does not help pupils learn as well as they might.Reading is prioritised and is ingrained into the culture of the school. From the start of Reception, children are supported to learn to read by knowledgeable staff.

The phonics programme that the school uses is taught well. Teachers accurately track how well pupils are doing, providing additional support to those who need it. The Year 5 librarians help pupils to change their books and to promote the high-quality texts that they regularly read.

The school is an oasis of calm. Pupils are confident that their teachers will provide a focused learning environment each day. The school rules are well known by all.

Pupils are encouraged to think about the choices they make and enjoy being rewarded for doing the right thing. They move around the school building sensibly and maturely. Those who need extra guidance to manage their emotions get all the help they need.

The personal development opportunities provided by the school are exceptional. Pupils are highly tolerant and accepting of each other. Pupils understand about different protected characteristics and the importance of equality.

Through focused discussion activities, they learn to appreciate the opinions of others. Occasions to help others who may be less fortunate are prized. Pupils value supporting the local food bank.

The school prioritises pupils physical and mental health. Pupils develop their resilience through well-being initiatives. Sporting activities help pupils develop their teamwork skills.

An exciting array of extra-curricular clubs, including the popular forest school, enrich pupils' school experience.

Leaders at all levels have a clear vision for what they want pupils to achieve. Governors and trustees are skilled, playing an active role in ensuring that the educational provision in the school is effective.

Leaders place great emphasis on developing staff expertise through helpful training. Strong collaboration exists between the school and the trust to continue to improve standards further.

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 small number of subjects, teachers do not consistently use effective strategies to help pupils learn. Consequently, pupils do not always learn as well as they could. Leaders need to ensure that staff have the strong teaching knowledge in all areas of the curriculum to know how best to help pupils understand and remember what they are taught.