Bacton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils make the most of life by the seaside. They also enjoy learning about the wider world.

Pupils go on a range of sporting and residential trips. Here, pupils from different schools in the federation come together. These provide opportunities for pupils to mingle, learn about nature and become more independent.

Lessons help pupils to become more knowledgeable. They have plenty to talk and write about. Pupils also look forward to their topic 'quizzes'.

This is because the school has worked hard to create a curriculum that is well sequenced. Teachers ensure that pupils have good opportunities to become accomplished readers and mathematicians. For example, by... teaching pupils how to be quick and efficient at their calculations.

Pupils learn and practise the language of politeness and kindness. This helps them to behave well in lessons and have happy experiences during play times. Older pupils are proud to look out for and help younger pupils.

Staff ensure that pupils feel happy and safe. There is always someone to talk to and help if a pupil has a worry.

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

The school's curriculum sets out the important knowledge and vocabulary that pupils need to learn.

It is the product of collaboration between schools within the Coastal Together Federation. Teachers and leaders regularly come together to review the curriculum, plan future lessons and share resources. In a small number of subjects, leaders are still refining the curriculum sequence.

In these subjects, pupils do not secure as deep an understanding of the important knowledge as they do in others.

The school provides effective training for staff. Teachers choose tasks that enable pupils to secure their understanding and achieve well.

The school has recently improved the way that writing is taught. Some staff are still getting to grips with the school and federation's expectations of rigour in lessons, where pupils use their writing skills. As a result, some pupils do not quickly master core writing skills.

This affects the way they present their work.

Teachers know that pupils need to frequently revisit prior learning so that they do not forget it. Teachers regularly check how well pupils are learning the curriculum.

They use this information to adapt lessons to help any pupils who need to catch up. As a result, pupils understand and remember key knowledge in subjects, such as history and geography.

Reading lessons start as soon as children join in the Reception Year.

Pupils learn how to read in small groups. This means that that staff can more easily notice when pupils need more support. The school makes sure that when pupils have learned the sounds that letters make, subsequent lessons help pupils to build their reading fluency.

Pupils who need to catch up have effective, extra help and increased opportunities to practise. This gives pupils more confidence. Older pupils say that one of the best things about this school is the library.

The school has recently re-stocked the library with interesting books about subjects such as technology, history and different cultures.

Staff ensure that all children in the pre-school and the Reception Year have opportunities to hone their language and communication skills. Every day, children sing nursery rhymes and listen to stories.

As a result, they learn new words and phrases to use in their own conversations. Children quickly learn important routines, such as how to participate in snack time. This helps them to learn how to be patient, take turns and share.

Children are being well prepared for Year 1.

Staff know pupils well. This helps them to support pupils with special educational needs and/or disabilities (SEND).

The school involves parents and external professionals in decisions about how best to meet pupils' needs. Parents appreciate the way that the school helps pupils with SEND to access the curriculum.

The school's rules remind pupils how to behave well and which behaviours to avoid.

Staff model and expect pupils to be polite to each other and with staff. Leaders closely monitor pupils' behaviour and attendance. The school has built positive relationships with pupils' families.

This helps the school to work with families to overcome barriers to regular attendance and punctuality.

Leaders are rightly proud of the school's provision for pupils' wider development. This, too, is the product of collaboration within the federation.

The residential programme starts from Year Two and culminates in a trip to the Isle of Wight in Year 6. Pupils learn about different beliefs and cultures from visitors and trips. Pupils can take on a range of roles and responsibilities.

Pupils are accepting of difference and warmly welcome new pupils to the school.

Leaders, including governors, know the school's strengths and areas for improvement. They are focused on providing a strong education and personal development programme for pupils.

The work of the federation helps to mitigate some of the potential barriers that small schools face, such as subject expertise or opportunities for support and challenge. Staff appreciate the way that the federation's work supports their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff are at the early stages of implementing the rigorous federation-wide teaching approaches, for example in writing. As a result, some pupils do not build foundational knowledge as quickly as they could. The school should continue to work with staff to ensure they consistently uphold the federation's expectations, to raise standards further.

• In a small number of subjects, the curriculum is at an earlier stage of development. As a result, pupils do not deepen their knowledge in these curriculum areas. The school should continue its work to refine the curriculum in these subjects, to further improve standards.