Caslon Primary Community School

Highlights from Latest Inspection

What is it like to attend this school?

Caslon Primary Community School is a very welcoming school. It has an important role at the centre of the local community. Pupils enjoy coming to school.

They feel valued due to the care and support they receive from staff.

The curriculum is designed to build pupils' knowledge as they move through the school. However, it is not yet implemented consistently across all subjects and year groups.

Expectations for all pupil's achievement are not high enough. This means that the curriculum does not yet support all pupils to build their knowledge well.

Pupils are enthusiastic about their learning.

They are polite and well-mannered. Pupils demonstra...te positive attitudes to learning and behave well. They are proud to attend the school.

They show high levels of tolerance and respect. Pupils report that, 'everyone accepts everyone at this school'. They celebrate difference and oppose any form of discrimination.

Pupils learn how to stay safe online and in the wider community.

Pupils take on meaningful leadership roles in the school. One example is the group known as the 'Little Jacket Potatoes'.

These pupil representatives regularly meet with school leaders and the catering team. They have a role in designing the menu for school lunches. Pupils consider healthy options and what makes a balanced diet.

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

The school has created a very nurturing environment where every pupil is welcome. The development of the resource bases for pupils with special educational needs and/or disabilities (SEND) typifies the school's ethos. Pupils are supported very well and included in the life of the school.

The school identifies pupils' needs well. Learning is adapted to enable pupils with SEND to learn the same curriculum as their peers.

The curriculum identifies the knowledge that pupils need to know and remember.

However, the implementation of the curriculum is not effective in all subjects. The school has not supported all subject leaders to develop the skills they need to carry out their roles effectively. As a result, information about how well pupils learn the curriculum in some subjects is not clear.

In some subjects, teachers' subject knowledge does not support pupils well enough. Explanations are not always clear. This makes it difficult for some pupils to develop a secure knowledge and understanding of the curriculum.

Pupils' knowledge is more developed in some subjects than in others. For example, older pupils can describe the importance of a fair test when conducting scientific investigations. However, in some subjects pupils find it difficult to recall their learning.

The school does not always check what pupils know and remember from previous key learning. This prevents pupils from building their knowledge based on what they already know. Misconceptions are not always addressed.

As a result, some pupils develop gaps in their learning. For example, some pupils repeat mathematical errors and these are not corrected. Some children in the early years do not develop good writing habits, such as pencil grip and letter formation.

Pupils' love of reading is visible across the school. The reading curriculum is well organised and sets out what pupils should know and by when. The school's approach to teaching phonics is effective.

Children in the early years start learning phonics straight away. In Nursery they explore rhyme and rhythm. Children in Reception quickly learn how to blend sounds together to read simple words.

Staff identify pupils who need more practice, including pupils with SEND. These pupils are given timely support to help them to keep up. Pupils read books that match their stage of reading.

This helps them to practise using their phonic knowledge and become confident, fluent readers. Pupils' enthusiasm for reading continues as they grow older. Pupils learn about diversity and different cultures through the reading curriculum.

At social times, pupils of all ages play well together. They show care and consideration towards each other. As a result, playtimes and lunchtimes are enjoyable for all.

Pupils demonstrate positive attitudes to learning. However, when explanations are not clear, some pupils become less engaged in their learning.

Pupils learn a well-devised personal development programme.

This is designed to prepare them for life in modern Britain. Pupils understand about healthy relationships and know what it means to be a good friend. They know how to keep themselves physically and mentally healthy.

Pupils describe the school as 'a family school'. There is a strong pastoral offer to support pupils' individual needs. Pupils enjoy the many extra-curricular clubs, trips and enrichment opportunities on offer.

Governors are passionate about the school. They offer a good balance of support and challenge. Most parents and carers are positive about the school.

They appreciate the inclusive ethos and value the nurturing support the school provides. The school is mindful of staff workload and well-being. As a result, the majority of staff feel well supported.

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 being implemented consistently well, including in the early years. As a result, in some subjects pupils do not build their knowledge well.

The school should support subject leaders to ensure that the curriculum is implemented effectively in all subjects so that pupils learn well over time and progress as well as possible through the curriculum. ? In some subjects, teachers do not always deliver the content of the curriculum with sufficient clarity. This is because their subject knowledge is not secure.

As a result, some pupils do not always embed the knowledge and skills needed. The school should strengthen teachers' subject knowledge to ensure that pupils achieve well in all subjects. ? Assessment is still being developed in some subjects.

It is not used well enough to check that pupils have remembered the knowledge they have been taught. As a result, pupils do not deepen their knowledge as well as they could. The school should ensure that assessment is used effectively across all subjects and use this information to inform future learning.