Castleton CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

At Castleton C of E Primary every pupil is known as an individual.

The 'family feel' is tangible as you walk through the door. Pupils and parents and carers value the nurturing and caring learning environment that has been established. Pupils routinely describe the school as 'amazing'.

Parents agree that it is a unique and special place. One parent said: 'My child feels happy, safe, secure and valued here.' Some parents travel significant distance because they are convinced this is the best school for their child.

Relationships between staff and pupils are exemplary. They are based on mutual respect and kindness. Right from the early years, staff have high ex...pectations of children's behaviour.

At every point in the school day, pupils can be spotted supporting each other. At playtime, younger pupils dress up as superheroes and act out rescuing each other as part of their games.

Staff and governors have worked with determination and pace to bring about significant school improvement.

While there is more to do, the school has achieved a great deal in a short period of time. There is much to be proud of at Castleton C of E Primary School.

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

The school has put reading at the heart of the curriculum.

A new phonics programme is well established. Staff have received the training they need to become reading experts. They routinely check that pupils remember new sounds.

If they do not, extra help is provided so that pupils do not fall behind. Pupils are excited about reading and can talk about the books they read for pleasure. One pupil said: 'You just have to find the right book.'

Younger pupils enjoy fairy tales and traditional stories. Older pupils' reading tastes become increasingly sophisticated.

The school has introduced a curriculum that is broad and ambitious, although it is at an early stage of implementation.

The key knowledge that pupils need to know and remember has been identified from the early years to Year 6. In English and mathematics, the small steps of learning that pupils need to make are clear. This is not as well organised in the foundation subjects where the complexity of teaching in mixed-age classes has not been given sufficient consideration.

In non-core subjects, subject leadership has not been established.

Staff subject knowledge is strong. On the whole, staff explain new learning clearly and provide activities that help pupils to acquire the intended learning.

For example, in mathematics staff in the early years help children to understand the number 7 through questioning, modelling and games. In other year groups, on a few occasions, the tasks provided, and the structure of the lesson, did not help pupils to secure the knowledge they needed to stick in their long-term memory.

The school is committed to removing any barriers that may prevent pupils from learning as well as they can.

Pupils with special educational needs and/or disabilities (SEND) are identified promptly. The school seeks advice from external experts when needed. Pupils with SEND now have personalised plans that set out the support they will receive.

Because of this well-considered and targeted help, they learn successfully alongside their peers.

The school has planned a personal development offer with the school's context and pupils' needs in mind. The ambition is to build pupils' resilience and support them to develop their ability to recognise and manage feelings.

Pupils keep up to date with current affairs by watching programmes such as 'Newsround' and discussing the issues raised. Often the texts used in lessons also help pupils to learn about the wider world. For example, in key stage 2 pupils read 'The Windrush Child'.

Pupils accept that not everyone they meet is the same as them. They recognise that everyone is unique and that this is something to be celebrated. One pupil said: 'Everyone has something about them that is amazing!' Pupils learn how to keep themselves safe in a range of settings.

Even the youngest pupils know to 'block, close, tell' if they encounter something online that worries them.

Staff are supportive of the changes that have been made to improve the school. They appreciate the concern that has been given to their workload and well-being as the school has transformed.

Governors are playing an increasingly active role in the strategic decisions that are made. They provide the right support and challenge and fulfil their statutory duties well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the foundation subjects, the curriculum has not been designed with sufficient consideration for mixed-age classes. The small steps of learning that pupils need to make are not logically organised. This means that pupils' new learning does not always build on prior learning.

The school should ensure that the curriculum is crafted with the school's specific context in mind. ? There is some variability in the delivery of the curriculum. Sometimes, the lesson design and the learning activities provided do not support pupils to recall prior learning or enable them to acquire new knowledge well as they could.

The school should establish key expectations for lesson structure that will support pupils to learn as well as they can and retain important knowledge in their long-term memory. ? Subject leadership is at different stages of development. Leaders have prioritised the leadership of core subjects.

They have not yet identified subject leaders for foundation subjects. At the moment, there is limited oversight of the implementation and impact of the curriculum in these subjects. The school should ensure that these roles are established so that subject leaders can monitor and evaluate the effectiveness of the curriculum.