Brigstock Latham’s Church of England Primary School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils are at the heart of this caring school.

It is a happy and nurturing place in which to learn. Pupils and staff understand the importance of working to uphold the school's Christian values of trust, respect and courage. They do their best to live up to them.

Pupils behave well in lessons and around the s...chool. Classrooms are calm and purposeful. There are high expectations of behaviour and pupils meet these well.

Pupils hold their teachers in high regard. Relationships are respectful and positive.

Pupils say they feel safe at school.

They know they can go to any adult in school if they have a concern or worry. They are confident that staff will listen and help them.

Pupils have opportunities to lead.

They take these roles seriously and are proud of them. For example, worship leaders enjoy leading lunchtime prayer, while others help to make sure that the library is kept in order and ready to be enjoyed.

A wide range of experiences are available for pupils to enjoy, for example participating in performances at Peterborough Cathedral.

Pupils access the various before- and after-school clubs and those held during lunchtime. These provide positive experiences that support their personal development.

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

The school has managed a number of staffing changes recently.

This has meant that plans to improve some areas of the curriculum are at a very early stage. In some subjects, leaders have not identified precisely what pupils need to know and in what order. The sequence of learning is not clear in all subjects.

The school does not regularly check what pupils already know and can do in several subjects. As a result, teachers are unable to ensure that pupils build on their prior knowledge when learning new things. The school knows that there is more to do to make sure that pupils learn as well as they could in all subjects.

The school has prioritised curriculum improvements in English and mathematics. In these subjects, the curriculum is well thought out and carefully planned. As a result, mathematics is a particular strength of the school.

Pupils speak positively about their learning in mathematics. Staff take the time to explain concepts clearly and model learning for pupils. This helps pupils to grasp new ideas quickly.

Staff know pupils well and have a clear understanding of individual needs and any gaps in pupils' learning. Teaching and activities provided are adapted well to ensure all pupils, including those with special educational needs and/or disabilities, have full access to lessons and learn well.

The school also prioritises reading.

This begins in the early years. Pupils enjoy reading, listening to stories and using the library. They talk enthusiastically about their favourite books and are beginning to discuss their knowledge of different authors.

Staff have been well trained in how to teach pupils to read. There is a consistent approach to the teaching of phonics. Children begin to learn the sounds that letters make during their first few weeks in Reception.

The books given to pupils to help them learn to read are well matched to the sounds they know. Pupils are provided with opportunities to discuss different texts, including poetry. For example, older pupils confidently read a new poem and used subject-specific vocabulary to begin to interpret its meaning.

The school promotes pupils' personal development well. Pupils are knowledgeable about fundamental British values, diversity and discrimination. As a result, they are being well prepared for life in modern Britain.

They learn about healthy relationships in an age-appropriate way. For example, pupils demonstrate a clear understanding of what being a good friend means.

The school works tirelessly to improve pupils' attendance.

It has high expectations of pupils' regular attendance. These have been communicated with all stakeholders. Clear processes are adhered to when pupils' attendance does not meet expectations.

As a result, many more pupils now attend more regularly and benefit from this.

Leaders work closely with governors to evaluate the school's stage of improvement. Governors know the school's strengths and priorities well.

They fulfil their statutory duties. Governors and staff are proud to be part of this school. Staff feel valued and well supported to manage their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The full curriculum is not sufficiently well developed to build pupils' knowledge. As a result, pupils do not build a deep body of learning over time.

The school should ensure that, as it refines its curriculum thinking, the essential knowledge that pupils should learn, and when this should happen, is clearly identified in all subjects. ? The school has not developed effective approaches to assessment in the foundation subjects. As a result, staff are unclear about what pupils know and can do, and some pupils are left with gaps in their learning.

This is affecting the continuity and progression of learning for pupils. The school should ensure that effective systems for summative assessment are in place and used consistently well to identify next steps in learning to enable pupils to achieve well in all subjects.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in November 2014.