Bankfoot Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school.

They have very positive attitudes to their learning. Pupils rise to the high expectations the school has for their behaviour. Pupils embrace the school community values.

They understand what these are and model them in their behaviours. For example, pupils show respect by holding the door open for one another. These lived values help create a strong community within the school.

Pupils enjoy attending Bankfoot Primary School.

Pupils relish the rewarding learning opportunities that the school provides. They engage with their learning with enthusiasm.

Well-established routines begin in the early years. Older pu...pils also benefit from the calm and purposeful learning environment. Pupils in the school achieve well in end-of-key-stage assessments.

Pupils enjoy a wide range of exciting trips. Children in early years develop their understanding of the world with a trip to a local farm. Pupils in Years 4, 5 and 6 discuss their residential trip with enthusiasm.

They express how they overcome challenges during these experiences. These rich experiences help pupils to develop valuable skills such as teamwork.

One pupil spoke for many when they said that they are 'proud, safe, confident and included' at the school.

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

The school's well-sequenced curriculum ensures that learning opportunities build over time. For example, children in early years learn about different religious festivals and beliefs. Pupils in Year 4 deepen this knowledge when they learn about the ancient Egyptians.

Pupils experience more challenging content as they progress through the school. This helps prepare them well for their next stage of learning. However, in some subjects, the school does not check what pupils have remembered.

This means that some pupils have gaps in their knowledge that are not identified and addressed.

Pupils express a love of reading. They describe their class reading sessions with enthusiasm.

Teachers select books that promote a love of reading and link with learning. For example, pupils in Year 1 enjoy reading 'Peace at Last'. They describe how this links with their learning in science about the senses, such as sight.

Well-trained adults teach pupils at the early stages of reading. This helps pupils develop highly effective reading skills. The school identifies those who need extra support.

This ensures that the school closes any gaps in pupils' reading.

The school, rightly, recognises that too few pupils excel in writing by the end of key stage 2. It has introduced a new approach to writing.

This is helping pupils to use features such as expressive language and punctuation with more precision. The school provides clear instruction for how to develop writing skills from early years onwards. Writing opportunities are also mapped in subjects.

For example, pupils write a newspaper report about World War Two in their history lesson. This revised approach to writing is at an early stage in its development. The school has not yet been able to fully check the impact of this work.

The school accurately identifies the support pupils with special educational needs and/or disabilities (SEND) need. This ensures that pupils with SEND access the ambitious curriculum well. The school implements deliberate adaptations where needed.

For example, children in early years use a pom-pom to help them develop the correct pencil grip. Teachers make pupils with SEND aware of what they will be learning. This helps pupils with SEND understand what is coming next in their learning.

Such personalised approaches help pupils with SEND to achieve well.

Visitors to the school help pupils understand how to stay safe. For example, pupils in Year 5 learn about fire safety during the visit from the local fire service.

Pupils in Year 4 learn about water safety in preparation for their swimming lessons. These experiences help pupils to understand danger and avoid unsafe risks. Children in the Reception Year learn about hygiene during their visit from the school nurse.

This helps them to develop self-care skills.

Pupils enjoy trips to different places of worship. For example, pupils in Year 2 visit a local mosque, while pupils in Year 5 visit a mandir.

These experiences help pupils develop their understanding of different faiths. Pupils have a deep understanding of different cultures.

The school and local governing body serve the best interests of the children at the school.

They work in partnership with the local authority. The local governing body provides suitable challenge and support to the school. Leaders at all levels have an accurate overview of the school.

Adults know that the school considers their workload and well-being. They know they are valued and are proud to work at 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 some subjects, the school does not check what pupils have remembered over time. Pupils have gaps in their learning. The school should develop opportunities for pupils to revisit prior learning and ensure any misconceptions or gaps are addressed.

• Teaching has not enabled some pupils to achieve as highly in their writing as they should. Over time, pupils have not had enough opportunities to develop their writing skills. The school should continue to implement and evaluate the recent changes to the writing curriculum to ensure that it is having the desired impact.