Berrynarbor Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this small school are encouraged to 'dream big'.

The school's values of 'being the best you can be' are delivered through an ambitious curriculum. Staff build warm relationships with pupils. The school creates opportunities for all pupils to develop their interests and talents.

As a result, pupils flourish.

Pupils feel safe and cared for. They are kind to one another and understand the importance of friendship.

Pupils know that if they have any worries, there is always a member of staff to speak to.

Pupils understand what it means to be a good role model. Older pupils fulfil roles as reading buddies to the younger children.
.../>Pupils understand how to keep themselves safe, both online and in the community. They know the importance of eating healthily and what makes a balanced diet.

The school is at the heart of the community.

Pupils are proud of their school and its links to the community. For example, at Christmas, pupils act out scenes from the Nativity throughout the village while singing carols to local residents.

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

The school is continually reviewing the quality of education that it provides its pupils.

As a result, the school has a curriculum that motivates pupils to learn. The school works closely with pre-school providers before children begin Reception Year to understand the needs of the children. As a result, the curriculum reflects what children know and can do from the time they start school.

Reading is at the heart of the school's curriculum. Children learn to read as soon as they begin school. The school has an effective and well-established phonics programme.

Staff are well trained in teaching phonics. As a result, staff skilfully check children's understanding of phonics before introducing new letters and sounds. The ambitious reading curriculum continues throughout the school.

Older pupils read a wide range of authors. Ambitious language is introduced to pupils at every opportunity. Pupils read books that are matched to their ability.

They love to read and are confident to read with expression and fluency.

The school has identified the important knowledge and skills it wants pupils to know and remember. This builds progressively over time.

In history, for example, pupils first learn about the rich history of their local community, which then builds in complexity over time. They connect their learning to understand the lives of important figures. For example, they learn about Rosa Parks and the American civil rights movement.

Teachers are confident about the areas they teach. They identify ways to bring the curriculum alive. In science, pupils engage in hands-on science experiments.

In religious education, pupils visit different places of worship, such as mosques and synagogues. However, in some subjects, a recent change in the sequence of the curriculum has meant important knowledge has not been revisited.As a result, pupils' knowledge is less secure, and some have gaps in their knowledge.

Pupils with special educational needs and/or disabilities (SEND) work alongside their peers. Staff know pupils with SEND well. Staff are well informed and have a strong understanding of pupils' needs.

As a result, learning is tailored to meet the needs of pupils so that pupils with SEND achieve well.

Pupils are calm and polite. They enjoy coming to school and attend well.

Pupils behave well across the school. Staff have high expectations, reflected in the ambitious curriculum for personal development. Pupils have many opportunities to develop a wide range of skills.

For example, they camp in the school grounds, which helps them to build resilience in preparation for residentials further afield. Pupils build confidence through learning to surf. They also learn to be active members of the community through their participation in beach cleans and preparing meals for senior members of the community.

The school has a committed governing body. It brings a range of skills that support school leaders. Governors know the strengths and areas for development of the school.

They provide a balance of challenge and support, which school leaders appreciate. Staff feel well supported. They know their workload and well-being are considered.

As a result, staff 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 curriculum has been recently redesigned.

However, this is not yet having the intended impact. Pupils have not reviewed their learning, and they have gaps in their knowledge. The school needs to ensure that the redesigned curriculums are implemented as leaders intend so that pupils deepen and remember knowledge long term.