Captains Close Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel happy and safe here. The school provides a calm and caring environment.

There are warm relationships between pupils and staff.

Pupils are friendly, polite and kind. They endeavour to follow the behaviour code: 'be ready, be safe, and be respectful'.

Pupils have positive attitudes and enjoy learning. They proudly explain how they are developing skills for the future. Older pupils work maturely on their individual laptops.

They navigate proficiently around the different learning platforms. They know how to stay safe online. They recognise sustainable benefits of technology, such as not wasting paper.

The school provides a wide rang...e of experiences to promote pupils' broader development. Pupils speak enthusiastically of the many clubs and events for sports and music. They speak fondly of representing their school in team events.

Pupils learn well about being active citizens. They are keen to hold responsible roles such as class or sports ambassadors. Pupils are proud to lead school events and coffee mornings where they greet and serve guests.

The school wants all pupils to do well, including pupils with special educational needs and/or disabilities (SEND). This is mostly the case. The school is taking determined action to address a few areas where pupils can achieve better.

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

The school provides an ambitious and engaging curriculum. This is mostly well planned to build pupils' knowledge over time. Pupils develop secure knowledge in most subjects.

There are a few subjects where pupils' knowledge is more limited. Pupils sometimes recall activities they have completed rather than the intended knowledge. The school is revising plans in these subjects to more precisely identify what pupils should learn.

The revised plans will also revisit knowledge more regularly to help pupils remember.

The curriculum is mostly taught well. Teachers make effective use of technology to clearly explain concepts.

They involve pupils in checking their learning from lessons. They revisit aspects where pupils remain uncertain. Teachers adapt activities well for pupils with SEND.

They have a precise understanding of these pupils' needs. Some pupils with SEND, such as those in the specialist class, have more bespoke adaptations. This allows them to study a curriculum that meets their needs.

Recently, there was a dip in pupils' achievement in reading. The teaching of phonics had lost its precision and rigour. The school took urgent action, including intensive training to upskill all staff.

Staff teach phonics and reading consistently well now. They check pupils' progress more carefully. Staff ensure pupils' books precisely match the sounds pupils know.

They provide appropriate support for pupils who find reading difficult. Pupils enjoy reading, and read often. Pupils track their success with online book quizzes and are proud of their improving skills.

Children settle quickly in the early years. Staff make sure they learn routines that support their independence. The classrooms have different zones with rules that encourage children to share and play kindly.

Interesting activities support all areas of development. However, staff do not check carefully enough that all children benefit from key activities. They do not use assessment information as well as they could when planning activities.

In consultation with staff and pupils, the school has recently revised its behaviour policy. The ways in which staff address poor and reward positive behaviour have changed. Pupils mostly meet the school's high expectations.

They behave well, with positive attitudes. Calming areas around the school support pupils when they need help to regulate their emotions. There are a few pupils and parents who are still unclear of some parts of the revised policy.

There are occasionally inconsistencies in how staff apply it.

The provision for pupils' personal development is well considered. In their weekly 'crew' assembly groups, pupils are encouraged to reflect on a big topical question.

These questions support pupils learning about fundamental British values and life in Britain today. Pupils are encouraged to 'make a stand' and speak out if they feel a value is not respected. Together, they take responsibility for devising a resolution.

Pupils' attendance is not as high as it should be. The school makes sure that everyone knows the importance of attending regularly and arriving on time. Staff quickly follow up every absence.

Helpful support for families and pupils is securing steady improvement in persistent absence.

Staff are proud to work at the school and there is a strong team spirit. They have embraced changes made under the school's new leadership.

Staff feel well supported and appreciate the focus on their professional development. Leaders, including the trust, know the school's strengths and areas for improvement. The trust provides the support the school needs.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• For a few foundation subjects, the school is implementing revised curriculum plans that provide a sharper focus on what pupils need to learn and that revisit learning more regularly. These revisions are not embedded yet.

Pupils' knowledge is less secure, and they sometimes recall activities rather than what has been taught. The school needs to embed the revisions in the curriculum and ensure lesson activities support pupils to learn and remember essential knowledge. ? In the early years, staff do not check children's engagement and learning through independent activities as well as they should.

Additionally, they do not use assessment information consistently well to plan these activities. This means that children's learning is not as strong as it could be. The school should ensure that assessment is focused and used effectively to shape learning experiences that build on and strengthen children's knowledge.

• The revised behaviour policy is not yet consistently understood and embedded. A few pupils and parents do not fully understand the school's new approaches to maintaining positive behaviour and there are occasional inconsistencies in how they are applied by staff. The school should ensure the behaviour policy is consistently followed and fully understood by all.