We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Callands Community Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Callands Community Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Callands Community Primary School
on our interactive map.
Pupils flourish in this friendly, close-knit and inclusive school.
Their happy and welcoming attitudes enhance the positive atmosphere. Pupils are highly valued. Their education and well-being lie at the heart of the work that the school carries out.
The school has high levels of ambition for pupils, including those with special educational needs and/or disabilities (SEND). Many pupils achieve success, both academically and as confident, well-rounded individuals.
Pupils enjoy learning.
They are enthused by their time in school. Children in the Reception Year benefit from caring relationships with older pupils, who act as role models to their 'mini ma...tes'. Throughout the day, including at break times, pupils support the calm and orderly environment by following the school rules.
Pupils understand the importance of their role as citizens. For example, they learn about environmental and global issues. Pupils fulfil their leadership positions with diligence.
These roles include school councillors and a range of ambassadorial responsibilities. The school helps to develop pupils' talents and interests through a variety of activities and experiences, such as art and board games clubs, as well as residential visits in key stages 1 and 2.
What does the school do well and what does it need to do better?
In recent times, the school has made considerable developments to its curriculum to ensure that the content is clearly mapped out.
It has set out the important information that pupils will learn from the beginning of the early years to the end of Year 6. In the main, this information is set out logically to ensure that pupils can build on what they already know and can do. However, in some subjects, the key vocabulary that the school has identified is not arranged progressively.
This means that some pupils, including children in the early years, do not build and extend their knowledge as effectively as the school intends.
Learning activities typically match the curriculum that has been set out. Furthermore, many pupils can talk confidently about their learning.
Staff routinely check that pupils understand and remember the curriculum content. For the most part, staff successfully identify and address gaps in pupils' knowledge. However, sometimes, the activities and resources that staff select do not help pupils to learn as well as they could.
Pupils throughout the school thrive on reading. They appreciate the wide range of texts written by different authors that the school provides. The school enhances this enjoyment through additional opportunities for pupils to share and recommend books.
Children in the early years get off to a swift and secure start in learning to read. They practise reading from books that match the sounds that they know. Those pupils who struggle with learning to read are quickly picked up and supported by skilled staff.
As a result, many pupils soon become confident and fluent readers, gaining a real sense of enjoyment in literature.
Pupils with SEND typically learn well. The school quickly and effectively identifies any barriers to pupils' learning.
It implements appropriate support to help many pupils to succeed in their learning and wider school life.
Many pupils model excellent behaviour. From the early years, children quickly learn routines and develop independent learning skills.
They act kindly towards others, sharing resources and taking turns. Pupils are polite and highly personable. During lessons, many pupils learn studiously.
They are engaged and immersed in their learning. Pupils are respectful towards each other.
The school has set out a carefully considered programme for pupils' personal development.
Pupils learn about people from different cultures and backgrounds to their own. They understand how to be physically and mentally healthy. Pupils are taught about staying safe online.
Many pupils have learned important practical life skills, such as basic first aid. The school helps to bring learning to life through a range of exciting visits and experiences, such as watching an orchestra play, visiting caves to look at rock formations and trips to the zoo.
Staff morale is high.
Staff are extremely proud to be part of the school. They appreciate that their opinions are considered and that the rationale behind decisions is shared. This helps to support staff's workload and well-being.
Governors know the school's strengths and current development points. They carry out their statutory responsibilities effectively.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, and in the early years, the school has not ensured that the subject-specific vocabulary that pupils learn becomes increasingly complex. This means that some pupils do not build their learning and increase the sophistication of their understanding over time as well as they could. The school should refine the vocabulary that it sets out to ensure that pupils learn progressively.
• In some subjects, staff knowledge is not as secure as it could be. This means that, occasionally, staff do not select resources and activities to use in their teaching which help pupils to build their knowledge. The school should ensure that staff have the subject and pedagogical expertise that they need to help pupils to know and remember more across the curriculum.
