Bysing Wood Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a welcoming and inclusive school, where all pupils are valued and supported, whatever their needs may be. There is a positive culture built on a shared commitment for pupils to 'Believe, Wonder, Progress, Succeed'.

Pupils portray a great sense of belonging to the school community. They are happy to come to school and enjoy learning. They are very enthusiastic about the 'forest school', where, they said, they have fun but also learn to work together, persevere and take risks.

Pupils' well-being is crucial to the school and, as a result, pupils feel very well cared for and safe. Staff know the pupils very well and there are positive, trusting relationships betwe...en pupils and staff. Pupils know there are always adults who can help them with their mental health and well-being if they have a problem or concern.

Pupils meet the school's high expectations for learning and what they can achieve, whatever their starting points. Everyone is encouraged to do their very best. Pupils are proud of their achievements.

Pupils behave well in lessons, around the school and in the playground. They work and play well together and show respect for each other and adults.

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

The curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).

Staff identify the needs of pupils quickly and accurately. The curriculum is sequenced well so that it builds skills and knowledge from the early years onwards. The school has ensured that the curriculum is rich in content and has pupils' needs, as well as their interests, at its heart.

The school has rightly revised certain subjects, including mathematics, early reading and art, which have been successfully and effectively strengthened. The school is aware that some subjects need to be developed further to equal the quality of others. The school has strong capacity to do this.

Teachers explain ideas clearly. They make appropriate adaptations and provide skilled support for pupils with SEND so that there are equal opportunities for them to learn and access the full curriculum. Teachers check what pupils remember and know effectively.

Children get a very positive start to school in Nursery or Reception. There is a strong focus on children's speech, language and communication and their social and emotional development. Children who move into Reception from Nursery have a strong foundation on which to build.

Staff are very knowledgeable about the typical development and welfare needs of young children, including the two and three-year-olds in the early years. By the end of Reception, children are generally ready for learning in Year 1.

Reading has high priority in the school.

From the beginning, children experience stories, rhymes and songs, enjoy books and take books home to share. A structured and well-delivered phonics programme is taught from the start so children rapidly learn the sounds that letters make. Teachers quickly identify and support pupils who struggle with reading, helping them to keep up.

Carefully chosen high-quality texts, reading assemblies, the 'reading snug', and, not least, teachers' enthusiasm for promoting reading positively encourage and inspire pupils to read for pleasure. As a result, pupils develop a love of reading and most are fluent, confident readers by the time they leave.

Expectations for behaviour are consistent across the school and modelled well by staff.

The school works relentlessly to improve attendance and punctuality, especially for disadvantaged pupils. Although remaining below the national average, attendance has improved slightly overall and significantly for some individuals.

The provision for pupils' personal development is a strength.

The school works relentlessly to broaden pupils' experiences, expand their horizons and address barriers that may exist for those who face challenges in their lives. Pupils enjoy many trips and visitors to school that help bring learning alive. A breakfast club and after-school clubs are provided to widen pupils' interests and develop their skills.

Through the trust, pupils explore a wider range of opportunities. Sporting activities have a very high profile in the school. Pupils learn about discrimination, respect and democracy and show an inclusive attitude towards differences.

There are many opportunities for pupils to develop leadership skills.

Staff, including those new to their careers, feel very well supported. They know that their workload and well-being are considered.

There is a strong culture of mutual support and teamwork. The school and the trust share the same high ambitions and expectations for pupils' learning and achievement and are very well placed to bring about further improvements.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is not as well developed in a few subjects as it is in others. This means that sometimes pupils are not yet achieving the ambitious aims set by the school across the whole curriculum. The school needs to ensure that the curriculum in every subject is designed and sequenced so that learning builds cumulatively and pupils consistently achieve as well as they can in all subjects.

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