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This is an inclusive school with a family feel and community spirit.
Pupils are happy and enthusiastic about learning. They confidently talk about how they love being here with their friends and teachers. They know that staff care about them and will sort out any worries.
This means pupils feel safe at school.
The school has high expectations for all pupils and pupils achieve well. Staff support pupils with special educational needs and/or disabilities (SEND) exceptionally well.
All children get off to a flying start in the outstanding early years classrooms.
The school values of respect, kindness, cooperation, honesty, resilience and apprec...iation guide pupils in how to behave. Pupils are lively and welcoming to visitors.
They generally focus on learning in the classrooms and play happily together at breaktime. Pupils understand that some of their peers may need extra support to manage their behaviour. They know that adults will manage this well.
A wide range of educational experiences enhance the curriculum to make learning come to life for pupils. These include visits to the local area and beyond to a farm, zoo and museums. The school offers a range of clubs at lunchtimes to develop pupils' interests including football, rugby and tennis.
What does the school do well and what does it need to do better?
The school has developed an ambitious and carefully sequenced curriculum. Leaders make creative use of the local area to make the curriculum meaningful to pupils. Staff receive effective training and support to deliver the curriculum effectively.
They have good subject knowledge and present information clearly to pupils. Teachers use effective strategies to ensure that pupils retain knowledge. This is particularly noticeable in subjects such as mathematics and history.
Pupils can recall important historical and mathematical information. They use this to build further knowledge. Activity choices are carefully considered and engage pupils' interest such as the 'History Mystery boxes'.
These encourage pupils to ask questions about historical artefacts and sources. However, occasionally, the work pupils complete is not adapted effectively to deepen the learning of higher-attaining pupils.
The school uses assessment to inform teachers about what pupils have remembered.
Staff use thoughtful questioning to elicit what pupils know. Pupils receive immediate feedback and support to address their errors and know how to improve. This means that pupils develop secure foundations on which to build new learning.
The school identifies pupils with SEND quickly. The support these pupils receive is a strength of the school. The Boldmere Inclusion Base provides excellent provision for pupils with a diagnosis of autism spectrum condition.
They benefit from expert adult support within the base, and when joining the rest of the school. Throughout the school, staff receive training to ensure that all pupils with SEND are included, happy and make good progress. Parents of pupils with SEND appreciate that staff keep them informed and involved.
The school successfully fosters a love of reading. Well-trained staff feel confident when teaching reading and phonics. This means they deliver the phonics scheme precisely.
The books pupils read match the sounds they know. Pupils who need extra support with reading get timely help. As a result, pupils read fluently for their age.
In the early years, children develop strong foundations for their future learning. There is a sharp focus on building children's vocabulary. Adults encourage children to be inquisitive and to talk about their experiences.
The expertly planned curriculum is implemented by skilled teaching staff. Staff make adaptations to the activities to capture pupils' interests and encourage engagement. As a result, children show concentration and develop independence so they are very well prepared for Year 1.
Behaviour is well managed. Pupils know that, at Boldmere, they all have the right to feel safe, to learn and to respect. The school uses a restorative approach to behaviour when adults encourage pupils to think about their actions.
Support for pupils with significant behaviour needs is highly effective. Pupils demonstrate positive attitudes to their learning. Attendance is high because pupils like being at school.
The school weaves its personal development offer through all aspects of the curriculum. Pastoral support is effective. The school provides a range of activities that focus on pupils' well-being.
These help pupils to understand their emotions. Pupils contribute to the school community by taking on jobs such as librarians, Christmas postmen and playground buddies. Even in early years, children help around the classrooms when they are chosen to be star of the day.
Pupils are listened to by staff, who collect their views and value their ideas.
Pupils learn to be good citizens by undertaking activities in the community at local care homes, the food bank or by joining in art projects in nearby coffee shops. Pupils have a secure understanding of fundamental British values and equality.
They learn about these and discuss them in assemblies and at daily snack time. Pupils celebrate difference. However, the school has not ensured that all pupils have enough chances to experience a wide range of different cultures in a meaningful way.
Leaders and governors are mindful of ensuring that the well-being of all staff is a priority. Staff feel valued and are proud to work here. Governors are skilled and committed.
They understand their roles well and regularly visit the school to check the actions of leaders. Parents speak highly of 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)
• The curriculum is not always delivered in a way that meets the needs of all pupils. On occasion, some pupils are not provided with work that deepens their understanding well enough. The school should ensure that staff receive training and support to be able to deliver the curriculum in a way that meets the needs of all pupils.
• The school has not ensured that pupils receive enough meaningful opportunities to engage with aspects of different cultures. As a result, some pupils do not have age-appropriate knowledge of different cultures in Britain and beyond. The school should ensure that the curriculum contains more opportunities for pupils to have greater experience of other cultures.
