Borrowdale CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Everyone is valued at this small and family-centred school.

Pupils know that staff care for them and will support them if they have any worries or concerns. Pupils are happy here. Many pupils join at different points in their schooling.

Staff make sure that they get to know pupils and their families quickly to help them to settle in well.

The school has high expectations of pupils' academic achievements and of their personal development. Pupils aim to please their teachers and told inspectors about the rewards that they receive, including prizes and a coveted headteacher's award.

They look forward to showcasing their achievements each week during a s...pecial assembly. Typically, pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

Pupils behave well.

They are respectful of others and know that it is important to make everyone feel included, regardless of any differences that they have. Pupils relish the rich range of wider opportunities that the school provides. For example, they spoke fondly about after-school activities, including running, writing and cookery clubs.

Pupils benefit from many trips that enhance their learning of the curriculum. For instance, a recent visit to a local valley has helped them to fully understand the features of rivers.

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

Pupils benefit from a broad curriculum.

The school has reshaped the curriculum due to pupils' changing needs. It has thought carefully about how the curriculum aligns with small, mixed-age classes. This helps most pupils to learn well.

In many subjects, the school has identified the small steps of knowledge that pupils should learn and the order in which this content will be delivered. However, in a few subjects, and areas of learning in the early years, subject-specific content is not as well defined. This hinders some pupils from acquiring all of the knowledge that they should in these aspects of the curriculum.

Staff have strong subject knowledge. In the main, this helps them to deliver the curriculum well, such as by explaining new content clearly. In most subjects, staff use assessment strategies to check that pupils learn what was intended.

Generally, they select suitable learning activities that help pupils to build their knowledge. However, on occasion, these activities are not effective in assisting pupils in their learning. This means that some pupils' engagement deteriorates, which prevents them from learning all that they should.

The school promptly identifies the additional needs of pupils with SEND. It focuses on removing any barriers to learning that may exist. For example, the school liaises with external agencies, and with parents and carers, to enable pupils with SEND to access the full curriculum and enrichment offer.

Reading is at the heart of the curriculum. Starting from the beginning of the Nursery Year, staff foster pupils' enjoyment of reading. Pupils benefit from many visits to the local library.

The school has started a reading challenge to encourage pupils to read widely and often. Pupil librarians recommend their favourite books to other pupils.

From the beginning of the Reception Year, children follow a well-structured phonics programme.

Pupils practise their reading using books that contain the sounds that they already know. Staff provide additional help, should pupils find reading difficult. This enables most pupils to develop into fluent readers in readiness for key stage 2.

The school is successful in helping pupils to attend regularly. It works closely with pupils and their families to understand any reasons for low attendance. A range of strategies, including the school's own minibus service, have a positive impact on attendance.

Across school, the learning environment is usually calm and focused. Pupils listen to staff's instructions. They typically engage well, though some low-level disruption occurs when learning activities are not well chosen.

Children in the early years benefit from clear routines. They are included in all aspects of school life.

The school supports pupils' broader development well.

Pupils learn how to keep themselves safe. They develop their leadership skills through roles, such as 'mini techies'. Pupils learn that they can contribute positively to society.

For example, they regularly visit care homes and the local church. Pupils understand the importance of collecting food for those who are less fortunate than themselves.

The governing body is highly invested in the school.

It provides appropriate levels of support and challenge, with a focus on ensuring that pupils receive the quality of education that they deserve. Staff feel very much part of a team. The school helps them to fulfil their roles well, such as by providing additional time for them to complete their duties.

Parents commended the school to inspectors. They said that it sees their children as individuals and helps them to thrive in school and beyond.

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 subjects, including areas of learning in the early years, the school is still refining the important information that pupils should learn. This restricts the depth of some pupils' knowledge. The school should determine the key knowledge that pupils should learn and when this should be taught.

• At times, teachers do not select the most appropriate activities to deliver curriculum content. This causes some pupils to lose focus during lessons and, as a result, they do not learn as well as they could. The school should support teachers in choosing activities that help pupils to learn and achieve well.