Canada Hill Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school has a welcoming culture. Leaders know the pupils and their families well.

Pupils are proud of their school. They enjoy talking about their school with visitors. Pupils are polite and courteous.

Even during the excitement of a show, pupils take turns and hold doors patiently.

At playtime there are lots of activities. Older pupils are 'play leaders'.

They make sure pupils are happy and joining in. Pupils play chess and create arts on the bus in the playground. In early years, children play well together.

They share and cooperate with each other. Pupils say bullying is rare. When it does happen, it is quickly dealt with by leaders....r/>
Pupils are active citizens. They fundraise for the school. For example, they raised money for new play equipment.

There is an 'abundance' of clubs and activities, such as learning Japanese, playing hand chimes and touch rugby. They cover many interests and most pupils attend as a result.

Wider reading is an important part of the curriculum.

Pupils excitedly talk about their reading. They are ambitious to 'climb' the school reading mountain, 'Mount Readmore', and share the books they enjoy. They are proud of the library and the Hogwarts reading train the staff built for them.

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

Leaders have planned a broad and ambitious curriculum. The curriculum is well-planned so that all pupils move through their learning in a logical way. Leaders have identified the knowledge they want pupils to learn in most of the curriculum.

In a minority of subjects, the curriculum is not sufficiently developed. Subject leaders consider the learning in early years and how that continues through to key stage 1. As a result, the early years curriculum prepares children for their progression through to Year 1.

Children in Reception and Year 1 learn parts of the curriculum, such as science, through the forest school lessons.

All classes are in mixed-year groups. The curriculum planning makes sure all pupils learn age-appropriate content.

In lessons, pupils focus on their learning. When they become distracted, teachers focus pupils back on their work.

Through their work, pupils show the knowledge they have learned at different points in the curriculum.

Staff make checks on pupils' knowledge. However, in some subjects, the expectations of these assessments are too broad. As a result, they do not accurately show what pupils can do.

Leaders make sure reading is at the centre of the curriculum. From the moment children start in Reception, they learn phonics. Staff are well trained in the phonics curriculum.

They check pupils' understanding. They step in and provide support when pupils are not keeping up with the programme. Teachers give careful thought to the books they want pupils to read.

Pupils enjoy reading to an adult. They are confident to sound out and use their knowledge of phonics to read aloud. All this builds towards well-motivated readers.

Support for pupils with special educational needs and/or disabilities (SEND) begins in the early years. Leaders adapt the curriculum to ensure that everyone learns the same essential knowledge. Leaders are diligent in identifying pupils who need support.

They ensure that pupils receive the adaptation they need when they need it. Leaders check every pupil to make sure they have the most appropriate support. Leaders work with families to help them access external services.

All this supports pupils with SEND well to learn the curriculum.

Leaders have developed a strong personal development programme. Pupils contribute to school discussions and leaders listen to their contributions.

Younger pupils describe pupil leaders as role models. Leaders run an established programme of visits, residentials and visitors to the school. Pupils know what is happening and when, and eagerly look forward to the wide variety of experiences.

From Reception to Year 6, pupils take part in shows and sporting festivals. Pupils try a range of activities and new experiences. This creates confidence.

Leaders plan the personal, social and health education curriculum to make sure pupils learn about relationships and differences in a way appropriate to their age. Year 6 pupils learn about careers and enterprise. This prepares pupils well for the next stage of their education.

Parents are very positive about the school. They appreciate the communication and support from leaders and staff. Leaders ensure that there is effective training and personal development for staff.

Teachers develop their subject knowledge through support from subject leaders. Staff appreciate the work of leaders to reduce workload. The governing body understands its statutory duties.

Governors consider how they can carry out their role most effectively.

Safeguarding

The arrangements for safeguarding are effective.

There are strong procedures and policies in place.

Leaders make sure there are regular training and updates for all staff. Staff know the pupils well. They pay attention to their well-being and report any concerns without hesitation.

Leaders make effective use of early help. As a result, vulnerable pupils and their families get the support they need when they need it.

Pupils know how to keep themselves safe online and offline.

Digital leaders remind pupils how to stay safe on the internet. Pupils talk about how they look after their mental health. They identify trusted adults they talk to about their worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some curriculum subjects, leaders' checks on pupils' knowledge are too broad. As a result, they do not accurately show what pupils can do. Leaders need to refine the checks they make on the important knowledge they want pupils to learn and remember.