Belchamp St Paul Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be part of this encouraging school, which is in the heart of the village. They benefit from the close-knit community and family atmosphere. Pupils love using the rural location and the forest school.

They care for nature and the environment. Pupils learn how to be healthy and active. They enjoy coming to school, where they develop their courage and resilience.

Pupils behave well in classes and around school. They comment on one another's work to help each other make it better. This helps them to reflect and achieve well.

Pupils are recognised for their efforts as well as their achievements. They have positive attitudes to challenges and re...spond well to the school's high expectations. Pupils know that this is a necessary part of trying hard.

In early years, children learn well through exploring and testing. Trusted adults know them well.

Pupils have opportunities to develop responsibility and to cooperate.

They can be school councillors, eco-members and prefects. Older pupils enjoy playing alongside younger pupils. Pupils learn about tolerance, respect and acceptance.

They understand why we need rules and laws. Pupils feel safe in school. They know how to be safe when they are online.

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

The school has put a new curriculum in place. It starts in early years and prepares children well for Year 1. The curriculum is mostly planned well.

The school has rightly prioritised some subject areas, such as mathematics, phonics and early reading. In these subjects, teachers are clear about what needs to be taught and when. They check carefully to see what pupils have learned and remembered.

Other subjects are at different stages of development. In a few subjects, the school has not yet broken down the precise knowledge and skills that pupils need to learn and remember. In these subjects, the work given to pupils and teachers' checks on pupils' learning are not well defined.

Consequently, pupils do not always achieve as well as they could in these subjects.

The school identifies pupils with special educational needs and/or disabilities (SEND) promptly. They get the right help that they need to succeed.

Expertise from the trust ensures that lessons are adapted effectively for pupils with SEND. Extra resources are given to pupils who need them. Pupils with SEND learn well alongside their peers.

Most pupils with SEND make strong progress.

Reading is a strength. Pupils enjoy sharing books by a range of authors.

In early years, children start learning to read well. Children use their phonics knowledge to correctly match sounds to letters. They quickly learn to apply this to breaking down words and reading sentences.

Pupils build on this knowledge in Year 1. Pupils read books that are closely matched to the sounds that they know. They can practise using their phonics knowledge and become confident in reading unfamiliar words.

Adults receive effective training, so they have the expertise to teach reading well. Teachers identify quickly any pupils who need extra help with reading. Pupils get support to catch up.

As a result, most pupils quickly become fluent readers.

Pupils behave well. If pupils lose focus, teachers quickly bring them back to the task that they are doing.

This means that little learning time is lost. Pupils are keen and enjoy their lessons. They learn to critique and advise each other respectfully.

Pupils' attendance is improving. The school supports pupils and families to understand why regular attendance is important.

The trust and the school have ensured that they promote pupils' mental health.

Pupils can articulate and use the values they are taught. Visitors and trips give pupils wider opportunities to learn about the world and to develop their interests. Recent examples include visits from a conservation trust and a professional artist and the chance to try skiing, sailing or climbing.

Pupils talk positively about these experiences and why they enjoy them.

Leaders know the school's strengths and areas for development. They have considered ways to reduce staff workload while making improvements.

The strong networks for professional training allow staff to share their knowledge and expertise.

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 subjects, the school has not yet broken down the knowledge and skills that pupils should learn.

Consequently, pupils' next steps are not always clear. There are also inconsistencies in how these subjects are assessed. The school should ensure that, for all subjects, it sets out precisely what pupils should learn and when and ensure that teachers use assessment procedures effectively to check that pupils are learning the knowledge intended.

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