Caen Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school is a welcoming, caring and friendly community.

Pupils are kind to each other and respect different views and opinions. They feel happy and safe because staff know and respond to their individual needs. Pupils attend regularly.

Leaders have designed an ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils are enthusiastic about the new knowledge and skills they learn.

Most pupils' behaviour is good.

However, sometimes staff expectations for pupils' conduct are not high enough. When this happens, some pupils do not behave well.

Pupils say staff treat them fairly.
<...br/>Pupils understand the school rules. Bullying happens occasionally, but leaders act quickly to sort it out. Older pupils guide younger pupils to resolve disagreements peacefully.

As a result, playtimes are calm and enjoyable.

Parents and carers are proud to belong to the school community. They are particularly pleased with the wide range of extra-curricular activities that leaders provide.

Parents appreciate being able to speak to leaders at the school gate every morning. 'My child looks forward to school each day' was a comment from a parent.

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

Leaders prioritise reading.

Pupils talk about reading with interest and excitement. One pupil described reading as 'an opportunity to learn more about the world'. Pupils read from a carefully chosen selection of books.

From the early years, this helps them to learn about different cultures and backgrounds. Teachers check that pupils' books match their reading ability. Consequently, pupils read fluently and with confidence.

Leaders provide regular training for staff in teaching phonics. Staff identify pupils who find it hard to read. Pupils receive effective support to catch up quickly.

Leaders give parents helpful information about the school's approach to phonics.

Leaders get to know children's needs as soon as they start in the Nursery. They provide learning that takes account of children's interests and prepares them for the curriculum in Year 1.

Staff deepen children's understanding and introduce them to new vocabulary. They help children to collaborate and communicate well.

Leaders design activities for children in the early years to develop their writing skills.

Children in Reception use their phonic knowledge to write sentences with increasing accuracy. They are proud of their writing on display around the classroom.

Leaders carefully consider the important knowledge that pupils need to learn in each subject.

They sequence learning so pupils build on what they already know. Subject leaders check that the implementation of the curriculum is effective and helps pupils to know and remember more. They help other teachers strengthen their subject knowledge.

Pupils revisit what they have learned previously. They combine this knowledge with new learning. For example, in design and technology, pupils use their knowledge of opposing forces to design and make a moving vehicle.

However, teachers' use of assessment does not identify gaps in pupils' knowledge with enough precision. As a result, learning is sometimes not adapted to take into account what pupils know and can do. This hinders pupils' learning.

Staff identify the needs of pupils with SEND early on. Training that staff receive helps them to do this accurately. They set targets for pupils with SEND that help them to learn well.

Leaders work with external specialists to ensure the provision is right for each pupil. This allows all pupils to follow the full curriculum.

Pupils contribute to local charitable projects.

They know it is important to help others. Pupils can take on leadership roles, such as acting as play and sports leaders. Pupils take pride in these roles and talk about the positive difference they make to the school.

Leaders consider staff workload and well-being when making decisions about improving the school. Staff see leaders as approachable. They say leaders listen to their concerns.

Staff at the beginning of their career receive extra help to implement the curriculum effectively. Governors understand their roles well. They closely monitor the impact of leaders' actions to improve the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide regular safeguarding training for all staff. Staff understand the procedures for identifying, reporting and recording concerns.

Leaders act with urgency to get help for vulnerable families.

Leaders understand the risks that pupils face locally, such as those associated with water. Consequently, all pupils learn how to keep safe on the beach.

Leaders make the right checks when recruiting new staff. However, they do not ensure that recording of these checks is always accurate.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment does not identify gaps in pupils' knowledge with enough precision.

Subsequent learning does not consider what pupils already know. This slows pupils' learning. Leaders need to ensure that assessment shapes pupils' learning by reflecting what they already know.

• Sometimes staff do not have high enough expectations of pupils' behaviour. Where expectations are too low, some pupils do not learn or conduct themselves well enough. Leaders must ensure that all staff have consistently high expectations of pupils' behaviour.