Birdwell Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this school.

They enjoy lessons and have excellent relationships with teachers and other adults. Pupils are curious and confident. Many pupils wanted to tell inspectors about their school.

Pupils were excited to be performing in the nativity production when inspectors visited.

There is a determination among leadership that all pupils at this school study the broad and ambitious curriculum they have designed. Behaviour in lessons, around school and at social times is very good.

Pupils enjoy the praise they receive from adults when they follow school routines or try hard in lessons. Pupils respect each other and understand how to ke...ep themselves safe online and in the real world. Bullying is rare here.

All pupils that inspectors spoke with were confident that adults would deal with bullying if it happened.

Older pupils act as play leaders and help younger children at play times. Pupils who make up the school council enjoy the responsibility that they have.

Pupils told inspectors that they enjoyed being able to attend extra-curricular activities such as coding club, Lego club and various sports clubs.

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

Leaders' recent focus on the curriculum means that there is an ambitious curriculum in place. Subject leaders have given clear consideration to the sequence of the curriculum.

For example, in design and technology, children in Reception work on developing their ability to cut and stick. In older years, pupils have developed the ability to make intricate objects using electrical circuits. In mathematics, leaders ensure that pupils use mathematical knowledge to solve problems.

In lessons, teachers follow a clear structure which ensures that pupils have a chance to revisit previous learning. This helps pupils to remember what they have learned. However, in some lessons, the key knowledge that pupils must learn is not made clear enough.

Consequently, there is too much information for pupils to take in.

Leaders have recently introduced a new reading programme. Staff have been trained in this.

As a result, phonics lessons are consistently delivered and pupils apply the phonics knowledge they have learned when they encounter unfamiliar words. Leaders ensure that adults who support pupils with their reading meet with leaders for reading. This helps to develop and improve delivery of this programme.

Pupils with special educational needs and/or disabilities (SEND) are well supported. There have been recent improvements in the systems to identify pupils with SEND and to ensure that teachers are able to help pupils with SEND in lessons. Leaders are aware that they need to build on this work.

Pupils' behaviour is a particular strength at this school. This is because all adults model the behaviour they want to see in pupils. The atmosphere in lessons is calm.

Pupils are respectful when speaking to adults and take pride in being part of Birdwell Primary School. In the early years, for example, pupils are excited to 'zoom to the moon' when they behave well.

The personal, social, health and education (PSHE) curriculum is clearly planned to ensure that pupils learn about, for example, healthy relationships.

Assemblies add to this work. Pupils are very mature in the ways that they relate to each other. They talk with pride about the need to respect all people.

Pupils care about each other and help each other. This means that the school has a caring and warm atmosphere. Pupils are not worried about bullying and feel safe when they come to school.

They know they can speak to adults and that they will help them if they have any worries. The coding club is helping some pupils to aspire to future careers in the gaming industry.

Governors have a good understanding of the school.

They have ensured there is expertise in important areas in order to better challenge and support the work of leaders. For example, a recent governor appointment brings expertise in SEND. Overall, staff feel well supported to bring about the changes that leaders want to see in the curriculum.

Parents recognise that their children are happy to attend the school. However, some parents feel that communication from school is not always timely and effective.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive regular safeguarding updates in the form of weekly briefings. These weekly briefings ensure that they are aware of local risks to pupils. Staff know how to pass on concerns about pupils.

Leaders for safeguarding keep meticulous records. Checks on adults who work with pupils are thorough. Actions to get the help that children need are timely and external agencies are involved as necessary.

Regular meetings take place to ensure that there is a clear understanding of actions needed to help pupils.

Pupils know how to keep themselves safe, including online. Assemblies and PSHE lessons are flexible so that leaders can make children aware of different risks as they become relevant.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, pupils are overloaded with information in some of their lessons. This means that they cannot always recall the most important information. Leaders should ensure that the clearly defined end points in curriculum planning are well understood by teachers and used as the basis for lesson planning.

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