Blackford CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish in this happy, nurturing school. Those who are new to the school settle in quickly and develop positive friendships. Pupils are confident that staff will listen and support them if they have any worries.

Children in the early years radiate confidence as they run to share their achievements with staff. Pupils of all ages develop strong bonds with the adults in the school.

The school has high expectations for pupils' achievement, including for those with special educational needs and/or disabilities (SEND).

Pupils have positive attitudes to learning and are aspirational for the future. They achieve well across a wide range of subjects.

...Pupils understand the school's high expectations of their behaviour and are eager to live up to these.

They listen attentively in lessons and move around the school calmy. At social times, pupils play cooperatively and demonstrate respect towards each other. Staff support pupils well to develop their understanding of how their behaviour can impact on the feelings of others.

Pupils enjoy engaging in the experiences that the school provides beyond the academic curriculum. They delight in using the new play equipment outside and speak positively about accessing activities, such as football and baking, after school.

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

The school has a rich and ambitious curriculum in place for pupils, including those with SEND and children in the early years.

The school has carefully considered the sequence of learning in mixed-age classes to ensure that there is clarity about the knowledge that pupils should learn and the order that pupils should learn this.

In a small number of subjects, the school has recently adopted new curriculums, which focus on deepening pupils' knowledge and expanding their vocabulary. The delivery of these subject curriculums is still being embedded.

At times, the activities that pupils complete in these subjects do not always help them to understand the key knowledge that the school intends. As a result, some pupils' knowledge is not as secure as it could be.

The school uses assessment strategies effectively.

For example, staff ask questions within lessons to check how well pupils are learning. These assessment practices enable the school to identify gaps in pupils' learning and to address this in subsequent lessons. This supports pupils to progress well through the curriculum.

The school aspires for all pupils to develop a love of reading. Staff read to pupils often. They ensure that pupils access a diverse range of texts and become familiar with many different authors.

Children in the early years get to know familiar stories well and enjoy engaging in role play linked to these. Reading is at the heart of this school.

The school's phonics programme helps children to learn sounds and letters well from the start of their Reception year.

Staff deliver the phonics programme clearly and consistently. They are quick to identify and support pupils who are finding reading difficult. Pupils have many opportunities to develop their confidence and fluency by reading books that are matched to the sounds that they know.

Pupils achieve well in reading.

The additional needs of pupils with SEND are identified quickly and accurately. The school engages well with other professionals and with parents to enable staff to fully understand the different needs of pupils.

The school makes effective adaptations to the delivery of the curriculum to ensure that pupils with SEND can access it alongside their peers.

Pupils are confident and enthusiastic learners. They enjoy their lessons and work hard.

Children in the early years work collaboratively to problem solve as they build rockets and excitedly launch them outside. The school ensures that parents understand the importance of attending school. It identifies any concerns about pupils' attendance and takes swift action to address this.

This has a positive impact over time.

The school enables pupils to broaden their experiences through trips to cities and theatres. Pupils enthusiastically recall seeing the Houses of Parliament during their visit to London.

Pupils with SEND are supported to develop their talents and interests through taking part in activities, such as horse riding. Pupils have a secure understanding of fundamental British values. They explain how they experience democracy first hand by voting for school council members.

Pupils' personal development is promoted well.

Governors know the school well and carry out their roles effectively. They provide support and challenge to leaders.

The school fully considered the well-being and workload of staff when making recent changes to the curriculum. Training opportunities have strengthened teachers' skills and knowledge further, and staff morale is high.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has recently introduced new curriculums in some subjects, and changes are not fully embedded. This means that some pupils do not gain the depth of knowledge that they need in all subjects. The school should ensure that the new curriculums are firmly embedded so that pupils develop a secure body of knowledge and are sufficiently well prepared for the next stage of their education.