Blakeney Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Blakeney Primary School is a happy community where pupils and staff embrace the ethos of 'All different, All equal'. Pupils have warm trusting relationships with adults and feel safe in the school. The well-being ambassadors are proud to be role models.

Pupils are keen to earn gems for demonstrating the school's values, such as tolerance. This culture of personal responsibility is understood by pupils. This means that the school is a calm place to learn.

Despite this positive culture, the quality of education that pupils receive is not good. Leaders have set out the intention for an ambitious curriculum but, in some subjects, this is not implemented effectively. In th...ese subjects, pupils are not able to recall their learning or make links to previous knowledge.

At times pupils are not sufficiently challenged to learn as well as they could. In subjects which have higher expectations the quality of work produced by pupils is notably higher.

The school seeks to be part of the wider community.

For example, parents attend workshops about how to support their child with reading. Leaders recognise that parents are keen to hear more about changes at the school.

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

This school values reading.

Leaders have made significant improvements to how the school supports pupils during the early stages of learning to read. Pupils from Reception onwards now follow a phonics scheme that increases their confidence and fluency with reading. Well trained adults effectively support pupils to catch up and keep up with their peers.

The books pupils read are closely matched to the sounds they know. Adults read to all pupils regularly. Pupils enjoy a range of texts to develop both their vocabulary and their awareness of the world.

Pupils are keen to share their favourite stories, poems and songs.

Pupils study a broad curriculum. Subject areas are beginning to set out the most important knowledge they want pupils to learn and remember.

For example, the important principles of scientific experiments. When this is explicit and revisited pupils recall their learning confidently.

Some subjects have agreed the most effective ways to teach the curriculum.

Other subjects have either not done so, or do not implement them consistently. For example, where pupils use the agreed approach to developing their artwork, the final pieces are of significantly higher quality than when they do not. At times the activities pupils complete do not match the planned curriculum or develop their communication skills.

Consequently, pupils and children in the early years do not learn as well as they might.

Assessment strategies do not help adults to accurately check pupils' knowledge and understanding. This means that the curriculum is not adapted in response to pupils' prior knowledge or skills.

For some pupils their misconceptions are not addressed, hindering future learning. While other pupils are not moved onto more challenging content swiftly enough.

The school has recently reviewed its approach to identifying and supporting pupils with special educational needs and/or disabilities (SEND).

There are now tighter systems in place to support the early identification of need and closer monitoring of pupils' progress through the curriculum. The school is now focused on adapting the curriculum to meet the needs of all pupils within the classroom. However, the very recent nature of this work means that pupils are not yet fully benefiting from the changes.

Children in early years develop positive attitudes towards school. They take on responsibilities such as distributing breaktime refreshments. Older pupils read to younger pupils and sports ambassadors help to run school competitions.

Pupils learn how to look after their mental and physical health. Respect underpins pupils' knowledge of healthy relationships. Pupils are prepared for their next stage of education.

There have been significant changes in leadership since the last inspection. Leaders and those responsible for governance now understand what the school does well and what it needs to do to improve. They have worked proactively with the local authority and external advisors to make improvements.

In some areas, such as reading and behaviour, the impact of this work is already evident. In other areas, such as with the wider curriculum development, the pace of change has, until recently, been too slow. Leaders do not check if the improvements to the curriculum are being implemented as intended.

Therefore, some strategies are not having the level of positive impact that they could.

Leaders have recognised that periods of change place additional demands on staff. They have been considerate of workload and well-being when prioritising actions.

Staff are positive about working at the school. They share leaders' desire to improve 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 subject areas the key knowledge that pupils should learn has not been defined. As a result, the curriculum is not enabling pupils to gain knowledge and understanding effectively. The school should ensure that every subject has set out precisely what knowledge and skills pupils will gain.

• Assessment does not accurately identify pupils' current knowledge and understanding. Consequently, some pupils are not supported to address gaps and misconceptions, while others are not moved onto more challenging work swiftly enough. The school should ensure that assessment accurately checks pupils' current knowledge and understanding and that adaptations to the curriculum are made in response.

• In some subject areas the curriculum is not being delivered as intended. As a result, pupils are not equally benefiting from the improving curriculum. Leaders at all levels should ensure that they monitor the implementation and impact of the curriculum to secure rapid improvements for pupils.

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