Broadhempston Village Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a small school with a remarkable reach. Pupils look for ways to make a positive difference. For example, they deliver 'bags of kindness' to their neighbours.

Pupils appreciate how life is different in other countries and cultures. This year, they have teamed up with some children in Uganda for a project in which they will each grow garden produce and compare notes.

Pupils look out for each other.

They understand and accept each other's differences. They recognise when someone needs help and step in. The school teaches pupils to become problem solvers.

As a result, pupils resolve conflicts for themselves. Older pupils show a high degree of mat...urity when leading the younger ones in play. Pupils of all ages reflect the school's high expectations of themselves and each other.

Behaviour is exemplary.

School life is made all the richer by the strong voice that pupils have in planning extra-curricular opportunities. This results in very high attendance to clubs such as the current chess club.

Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are some of the most actively involved. A programme of residential trips and meet-ups with other trust schools helps pupils to develop confidence and thrive.

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

The school provides a broad and memorable curriculum.

Pupils gain detailed knowledge across different subjects and participate keenly in discussions. The curriculum is ambitious. For example, pupils in key stage 1 make an early start to learning Spanish.

Many pupils achieve high standards in English and mathematics by the end of key stage 2.

The teaching of early reading is consistently effective. Pupils are almost always proficient word readers by the end of Year 1.

This is down to the determined support provided by staff when pupils struggle. Pupils' early success in reading means that they enjoy literature as they grow older. Older pupils develop sophisticated interests in different genres.

They influence one another by sharing favourite authors.

There is a renewed focus on checking whether pupils have learned and can remember the most important ideas across the curriculum. However, the information from the checks teachers make is not used consistently well to ensure that pupils learn and practise the right skills at the right time.

Occasionally, this limits pupils' learning.

With the support of the trust, the school has correctly identified that pupils do not fully understand what makes an accurate and effective sentence by the end of key stage 1. The school has begun to address the gaps in pupils' knowledge by providing focused training for staff.

However, as this work is at an early stage, it is too soon to see the impact on pupils' writing.

Pupils with SEND receive effective support with their speech and language, as well as their social and emotional needs. The school does not hesitate to make extra provision, or to arrange specialist support.

Some pupils and parents benefit from courses provided by the trust's 'inclusion hub'. The local academy committee challenges the school to secure the best possible outcomes for pupils with SEND.

Over time, the school has established a culture of high attendance.

Pupils, including those who are disadvantaged, attend very well. It is notable how well school staff work with parent groups to improve the school. For example, parents raise money to provide extra funding for curriculum enhancements such as outdoor learning.

Lesson time is always productive due to pupils' impeccable behaviour and eagerness to learn. All of this helps to make the school somewhere that pupils want to be.

Pupils are well prepared for their lives outside of school.

They learn everything they need to assess risks sensibly and keep themselves safe. The range and quality of opportunities for pupils to develop leadership skills and to become active citizens is exceptional. Pupils develop good character, which they show by going the extra mile.

For example, after learning about wildlife with the Royal Society for the Protection of Birds (RSPB), pupils took it on themselves to fundraise for the charity.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils in key stage 1 do not secure the knowledge essential to writing accurate sentences before they are routinely expected to produce extended pieces of writing in key stage 2.

These pupils continue to find writing difficult because the gaps in their knowledge persist. The school should ensure that the curriculum helps pupils in the early stages of writing to become confident writers of accurate sentences. ? Adaptations to the curriculum and teaching are not precise enough for some pupils.

The information gained through formative assessment is not used consistently well. This limits opportunities to address gaps in pupils' knowledge, or to build on what they already know. The school should ensure that teaching is more responsive to pupils' different starting points.