Breage CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their time at Breage Primary and form positive relationships with staff.

Children in the early years settle quickly into school routines. Leaders ensure that the school's values are an important feature of daily life for pupils. Staff model these values, which include forgiveness and respect.

Pupils are rewarded for demonstrating them through their words and actions.

Pupils are polite and supportive of each other. Bullying is rare.

Pupils talk confidently about trusted adults they would talk to if they had any concerns. Leaders have created a calm learning environment. Most pupils show positive attitudes towards their learning.

...However, what they learn needs further improvement. Staff do not always have high enough expectations of pupils, and therefore some low-level disruption persists. At playtimes, pupils enjoy a range of physical activities, such as construction and water play.

The recently established school councillors share their views and help to make changes. For example, they raised money for a buddy bench in the playground. Pupils benefit from extra-curricular trips, such as a visit to the Isles of Scilly and a museum.

Staff bring this learning back to the classroom. For example, pupils wrote letters to the museum to reflect on their visit.

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

Leaders have begun to make improvements to the curriculum and to the effective running of the school, and they are reflective about what still needs to be done.

They have an accurate understanding of the school's strengths and weaknesses.

Staff begin to develop children's understanding of phonic sounds while in Nursery. The school's chosen phonics programme is then introduced to children as soon as they start Reception Year.

As pupils move through the programme, staff support them to catch up if they fall behind their peers. All classes enjoy regular story times. In the early years, staff develop children's communication and language skills well.

During their interactions with children, they consider their choice of vocabulary carefully and encourage children to copy.

The curriculum in some subjects is underdeveloped. Subject leaders have not considered how the curriculum is best adapted to the context of the school.

Subject leaders do not have a detailed understanding of how the curriculum builds in complexity from the early years through to Year 6 and beyond. They have not broken down the knowledge that pupils need to learn into small enough steps to support pupils to build up their understanding over time.

Teachers' use of assessment in reading and mathematics identifies accurately whether pupils have learned the curriculum as intended.

However, this is not the case in other subjects. Therefore, pupils develop misconceptions or have gaps in their knowledge of the curriculum.

Staff work together effectively to support pupils with special educational needs and/or disabilities (SEND).

Pupils with SEND receive the specific support they need to meet their needs. This is reviewed regularly and updated as appropriate.

Pupils' wider development is an important part of the school's ethos.

Pupils follow a curriculum that teaches them about important concepts such as relationships and health. However, leaders do not have a clear overview of how this builds and develops from one year to the next. Staff encourage pupils to talk about their feelings and help pupils to manage their emotions.

Pupils are aware of the importance of looking after their mental health.

Pupils agree that the school is an inclusive place. The use of any derogatory language is not tolerated.

Children in the early years play cooperatively together. They learn the importance of sharing. Through the religious education curriculum, pupils learn about different world faiths.

They are involved in leading local church services. Pupils also join in with community traditions. However, pupils are less confident in their understanding of fundamental British values.

Staff demonstrate a growing subject knowledge. Leaders have planned a programme of professional development for staff to support weaker areas.Staff are proud to work at the school.

They are positive about the changes in leadership. Some staff say workload is high due to the number of new initiatives. However, they share a common purpose and want to improve the quality of education for pupils.

Parents are supportive of the school. They say that staff are caring and that the school has a family feel. However, some parents comment that communication from the school is not detailed and regular.

Safeguarding

The arrangements for safeguarding are effective.

Staff complete regular training around safeguarding. This includes child-on-child abuse and how to spot the signs of radicalisation.

Staff know how to report any concerns about a child's safety or well-being. Leaders then act quickly and work with external agencies as appropriate.

Leaders complete the necessary checks on adults who apply to work at the school.

Staff understand that keeping children safe is a collective responsibility.

Pupils talk confidently about how to keep themselves safe online. They have an age-appropriate understanding of how to form positive, healthy relationships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not clearly identified the specific knowledge that pupils need to learn in some subjects. As a result, pupils are not able to successfully build their knowledge in these subjects over time. Leaders should identify the core knowledge that pupils need to know so that pupils can develop a deeper understanding of each subject.

• Teaching does not consistently check pupils' understanding and application of prior or new learning. Therefore, some misconceptions or gaps in knowledge persist. Leaders should ensure that assessment identifies the areas that pupils need to revisit so they develop a secure understanding of the curriculum.

• Leaders' communication with parents is not detailed and regular. This leads to some parents being less informed about school events or how they can support their child at home with their learning effectively. Leaders should ensure that communication with parents is timely and informative.