Borden Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy learning at Borden. They say that they are 'continuously getting smarter'.

One spoke enthusiastically of her interest in finding out about George Seurat in art lessons, for instance. The older pupils recounted a recent skiing, snowboarding and tobogganing trip with great excitement.

Pupils are clear about teachers' expectations and want to do well.

They work hard and behave well in lessons. Some of the older pupils spoke maturely about the impact changes in teacher have had on their learning this year. One said, 'It's been rough.'

Children in Reception Year have settled into school very well. They are keen to learn and they join in with... activities happily. The caring, welcoming and stimulating environment in their classroom helps them to flourish.

Pupils feel safe in school. They say that differences are respected and that they support one another, although occasional name-calling can be upsetting. Pupils are happy that any worries reported to staff are usually sorted out quickly.

Discussions with leaders and a review of safeguarding records indicate that they take appropriate action where concerns about bullying are raised. However, records are not always completed well enough.

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

Leaders have developed a broad, rich and engaging curriculum during the past few years.

It clearly sets out what should be taught, and when. The school's 'wisdom and wellbeing' programme underpins pupils' personal development. They have plenty of opportunities to contribute to the local community, and so develop a sense of personal responsibility.

Recent projects, such as providing 'pampering packs' for a local care home and inviting a Member of Parliament to speak to pupils about sustainability, have been arranged in response to pupils' interests. The school's Christian ethos provides a firm framework for school life. For instance, during the inspection, one pupil quoted a line from the school prayer, 'This is a place where everyone is respected and all are valued', in response to an inspector's question.

The pandemic has had a significant impact on the school in the past year. Staff changes have led to inconsistencies in teaching and expectations for some pupils, especially for the oldest. Leaders have worked tirelessly to recruit teachers to cover staff absence.

The deputy headteacher's work with agency staff has helped to maintain continuity, and the situation has been more stable since February 2022. The quality of work in pupils' books has improved since then and progress has accelerated. However, some pupils are not as far ahead with their learning as they should be, despite these improvements.

Arrangements to cover staff absence in Reception Year have been more successful. Teaching assistants have played a key role in making sure that routines and expectations have been maintained. Children know what the rules are and follow them.

They listen carefully to their teachers and move between activities sensibly. Children in Reception Year are well prepared for the next stage of their education.

Pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their classmates and participate fully in all aspects of school life.

The curriculum is suitably ambitious for these pupils. However, staff changes have led to some differences in how well the curriculum is adapted to support pupils' needs. This variability is reflected in parents' views.

While some are very pleased with the support provided for their children, others express understandable concern. Leaders are determined to ensure consistently high-quality provision for pupils with SEND. They have already begun to secure notable improvements in teaching and learning.

The school's reading curriculum works well. All staff have been trained to teach phonics and do so effectively. This means that most pupils develop secure reading skills.

Pupils who have fallen behind in their reading during the pandemic are benefiting from extra help and are beginning to catch up. A well-established approach to teaching phonics in Reception Year ensures that children are well placed for future learning. Older pupils talk enthusiastically about the books they have read and about those that they would like to read in the future.

The school's attractive and well-stocked library provides pupils with a generous range of books. However, some say that they would like more.

The school has experienced a challenging period during the pandemic.

Staff have pulled together and have supported each other well during this time. They say that leaders are mindful of their workload and well-being. Trustees are working constructively with leaders to support developments following the pandemic.

Safeguarding

The arrangements for safeguarding are effective.

Leaders use a range of activities to update staff in safeguarding matters, including regular input during staff meetings and timely training. As a result, staff are knowledgeable about safeguarding policies and are confident about what to do if they are worried.

Leaders act promptly where a concern arises. They take suitable actions to ensure pupils' safety. However, incidents and follow-up actions are not always recorded properly.

Leaders complete suitable recruitment checks when appointing staff. These are recorded appropriately in the singe central record. The school's secure site ensures that pupils can play and learn safely.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Safeguarding records are not always completed consistently enough. For example, in a few cases, safeguarding incidents and follow-up actions have not been recorded properly. This makes it difficult for leaders to monitor safeguarding incidents reliably.

Leaders have rightly identified the need to provide further staff training in the use of the school's record system. They should make sure that this training takes place. ? Staff changes caused by the impact of the pandemic have led to variations in how well the curriculum is adjusted to support pupils with SEND.

As a result, pupils do not always make the progress that they should. Leaders have already begun to make improvements. For example, in recent months, the special educational needs coordinator and the inclusion lead for the trust have reviewed provision.

Guidance for staff has begun to take effect in the classrooms. Leaders have rightly identified the need to provide further staff training to ensure that the curriculum is successfully adapted for pupils with SEND. For this reason, the transitional arrangements have been applied.

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