Boyne Hill CofE Infant and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this vibrant and cheerful school, where they feel valued and excited to attend.

They develop confidence and resilience through their strong and respectful relationships with the staff. The school has high expectations for pupil's achievements, including those with special educational needs and/or disabilities (SEND). Right from the Nursery Year, pupils are happy and keen learners.

As a result, pupils meet expectations and achieve well.

Pupils learn across an interesting and engaging curriculum. Teachers present learning in interesting ways, which motivates and develops pupils' enthusiasm for learning.

The school arranges events that ...enrich the school's curriculum, such as participating in a local lantern parade, visiting a castle, participating in music events and visiting places of worship.

Pupils behave well in lessons and around the school. Outside, they enjoy playing together and chatting to their friends.

They know someone is always available to talk to if they have concerns or worries. Parents are highly supportive of the school. One parent's comment was typical of many when stating, 'It is a fantastic school with staff who genuinely care about the education and welfare of the children.'

They are rightly confident that their children are safe and looked after well.

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

The school has an ambitious and well-sequenced curriculum. It identifies the important knowledge pupils should know and remember in each subject.

Pupils are enthusiastic about their learning and determined to do their best. In history, for example, pupils achieve well in understanding timelines about themselves and famous people. Pupils experience a rich and engaging environment to explore and learn new things.

They take pride in their work. Starting in Nursery, children achieve well due to the high levels of care and clear expectations. Staff choose learning activities to support pupils in developing their knowledge.

For instance, children in the early years develop their knowledge of number patterns by singing rhymes with actions.

Staff have secure subject knowledge. They use it effectively to explain knowledge so pupils can understand and relate it to their prior learning.

Staff check routinely how well pupils have understood learning. This enables staff to adjust learning to make sure that pupils understand. Teachers challenge pupils and encourage them to think about how they can deepen their understanding.

The school evaluates the curriculum frequently. Following a recent review, the school has made some well-considered changes to what is taught, with some further modifications still under way. However, the school has yet to evaluate the full impact of the revised curriculum to check that pupils are acquiring a deep level of knowledge in all subjects.

The school acts decisively to identify pupils with SEND. Staff provide appropriately adjusted work and use appropriate resources. This helps pupils with SEND to access the full curriculum successfully.

The teaching of reading is a top priority so that pupils become confident and fluent readers. There is a consistent and effective approach to the teaching of phonics. Pupils read books that precisely match the sounds they are learning.

Staff are quick to see if pupils use their phonics knowledge correctly. They address mistakes as they happen. Those who need extra assistance with reading are identified quickly and receive timely and appropriate support to help them catch up.

The wide range of reading activities and events capture pupils' literary imaginations and interests. Diverse stories provide rich experiences for pupils to think about different faiths and religions.

The school promotes pupils' wider development effectively.

Pupils build their confidence by taking and managing their own risks when playing outdoors. They demonstrate high levels of resilience and enjoy taking part in a wide range of activities, while having fun. For instance, pupils challenge themselves on the monkey bars and the adventure playground.

Throughout these activities, staff support pupils in staying safe. Pupils learn about diversity, equality and respect, linked to the school's values. Clubs, such as gardening, mathematics, computing and football, help to nurture pupils' talents and interests.

Pupils gain an age-appropriate understanding of healthy relationships. They learn about reducing risk in situations, such as those involving water, personal safety and being online. Pupils understand their responsibility to help others.

For example, they raise money for charities and support a local foodbank. Pupils are encouraged to take on leadership roles, such as school councillors.

The school is fully committed to continuous improvement for the benefit of the pupils.

Those responsible for governance know the school well. They understand the school's strengths and areas for development. Staff appreciate the professional development opportunities to help them support pupils effectively.

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, the curriculum is still being embedded and leaders have not checked fully how well new arrangements are helping pupils to deepen their knowledge. The school should evaluate the changes to the curriculum to ensure they have the desired impact on pupils' learning and use this information to support future teaching.