Borden Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy and welcoming school. The values of love, hope and forgiveness are interwoven across all aspects of school life. Strong nurturing relationships exist between staff and pupils.

Pupils value how quickly staff sort out any worries that they might have.Pupils show kindness towards their classmates. This kindness and respect for others extends to feeding the alpacas that live next door.

Pupils conduct themselves incredibly well in classrooms. Pupils' behaviour during social times is exemplary. They collaborate well and listen to their peers.

Children take delight in making sure no one is left out of their play.The school has high expectations for p...upils. Pupils, including those with special educational needs and/or disabilities (SEND), achieve very well here, particularly in English and mathematics.

Pupils take pride in discussing their learning. For example, Year 2 pupils eagerly explain the importance of the oceans and how to help prevent pollution.Pupils across the school are very respectful.

The school provides opportunities for pupils to learn about different cultures. Children celebrate the festival of Diwali through dance. Pupils explore objects that are special to them.

This helps pupils understand why, for example, in Judaism, the Torah is special to others.

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

The curriculum here is well sequenced. The school has identified the knowledge that pupils need to learn each year.

For example, teachers have taught pupils about the particles in liquids and gases. Consequently, pupils use their prior knowledge to explain how temperature affects evaporation.Teachers present content clearly and have good subject knowledge.

In the Reception Year, adults explain what a digraph is. This means children quickly spot the two letters that make one sound in words. Children use this phonics knowledge successfully when they write independently.

The school identifies pupils with SEND as quickly as possible. Teachers effectively adapt their teaching to meet the needs of these pupils so they access learning alongside their peers.The school successfully develops pupils' vocabulary.

This includes those pupils with SEND. Adults model ambitious language that they expect pupils to use. In reading in the early years, for example, teachers expertly teach children words such as 'gruesome', 'fearsome' and 'luscious'.

Children then use these words independently in their play.Reading is at the heart of the curriculum here. The school wants pupils to read with fluency and confidence.

Therefore, teachers teach children to read as soon as they join the Reception Year. Staff read to pupils in a way that engages them. These experiences develop a love for reading.

Staff have received effective training to teach phonics. This means pupils hear the pronunciation of letters accurately. There is a consistent approach to the teaching of reading.

In the Reception Year, adults check the sounds and letters children know swiftly. Staff address any misconceptions that children have. Pupils who need help to keep up are given the help they need.

However, on a few occasions, checking what pupils know is not timely enough. This means some pupils have gaps in their learning, and this hampers their progress.Pupils are highly motivated to learn.

They learn in classrooms that are calm. Routines are firmly established, which starts in the early years. Learning is not interrupted by any inappropriate behaviour.

Pupils learn to respect different peoples' views. Pupils explain, for example, how Nelson Mandela's bravery in trying to end discrimination inspires them. In the Reception Year, children vote for their favourite book.

This helps them to consider the views of others.The personal, social and health education curriculum is exceptional. The school has thought carefully about the skills pupils learn so they become agents of change.

For example, pupils grow flowers to improve the playground for others to enjoy. They work hard to be role models by picking up litter in the local community.The school has identified what to teach pupils about finance.

For example, the parish gave pupils a budget to develop the park. Pupils researched play equipment to help disabled pupils. Their proposal was in budget and successful.

These experiences support pupils in becoming responsible citizens.The school aims for pupils to voice their opinions. Pupils presented traffic data to the council.

The council are now taking action to make the road even safer. Pupils learn how to keep safe within and beyond the school.There are a wide range of clubs here.

Pupils value how the sporting clubs contribute to their fitness and teach them the importance of supporting their teammates.The trust and the local monitoring council know the school very well. They have processes in place to check the school's effectiveness.

Staff are overwhelmingly positive about the school. They value the school's efforts to support their well-being and improve their practice.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, staff inconsistently check and act upon pupils' acquisition of phonics knowledge. This means that, in a few cases, support is not sufficiently prompt enough to help some pupils maximise their learning. The school needs to strengthen this aspect of its work so all pupils achieve well.

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