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They like their teachers and say that they always have time for them. Pupils feel safe. They know that if they are worried, an adult in school will always listen to them and help them to sort their problems out.
Pupils understand what bullying is. They know that it is not tolerated in their school. If it happens, they are confident that an adult will make it stop.
Leaders have created an inclusive school where everyone is welcome. Pupils understand that everyone should be accepted for who they are. One pupil said, 'It doesn't matter if you are black or white, short or tall.'
Many parents and carers agree that... the school is a caring and nurturing place for their children to learn.
The school has experienced a lot of change. Many staff are new.
They are determined that they can improve the school under the leadership of the new headteacher. Everyone, including governors and the multi-academy trust, is ambitious that pupils will do as well as they can. Leaders are taking action to make sure that their ambitions for pupils are realised.
However, many of the plans that leaders have set out are at an early stage of implementation.
What does the school do well and what does it need to do better?
Leaders have recognised that existing curriculum plans do not consistently identify the right knowledge and skills that pupils need to remember. New knowledge is not always taught in a logical order.
As a result, leaders have revised many of the existing curriculum plans, including the early years curriculum. Where plans have been revised, pupils are successfully gaining new knowledge. For example, in history in Years 5 and 6, pupils learn about the English Civil War.
They use the knowledge they have gained to discuss whether it would have been better to be a Roundhead or a Cavalier. However, not all curriculum plans have been reviewed and many will not be introduced until the start of the next academic year.
Many subject leaders are new to post.
While some leaders demonstrate a strong understanding of their area of responsibility, others do not have an accurate picture of how successfully their subject is being taught. As a result, they do not provide the support and challenge that are needed to develop their area of responsibility further.
Leaders have introduced a new programme for teaching phonics.
Teachers use assessment well to make sure that pupils learn the right sounds at the right time. Pupils who are finding it hard to remember new sounds are given extra help. Teachers give pupils reading books that match the sounds they know.
Despite the training staff have received, the teaching of phonics is not precise enough.
Pupils with special educational needs and/or disabilities (SEND) are included in all aspects of school life. The leader with responsibility for pupils with SEND works closely with staff and parents to identify pupils' needs.
Teachers use effective strategies to enable pupils to succeed. Leaders make sure that pupils receive specialist support when it is needed.
Leaders have developed a clear behaviour system in school.
Pupils are expected to follow the Caythorpe 'golden values'. However, leaders' expectations of how pupils should behave are not high enough. For example, some pupils do not behave well as they eat their lunch.
Teachers do not routinely insist that pupils give their full attention in lessons. As a result, some pupils do not develop positive learning behaviours. Children in early years are overly reliant on the adults around them.
They do not develop the independence they need in order to be ready for Year 1.
Pupils' personal development is a strength of the school. Leaders have strategically planned the experiences and opportunities they want pupils to have.
Pupils learn about the world around them. Diversity is celebrated. Pupils meet bakers, martial arts instructors and barristers to develop an understanding of the wide range of careers available to them when they are older.
Pupils relish the responsibilities they are given in school, such as being sports ambassadors.
A very large majority of staff are positive about the changes leaders are making. They say that leaders are considerate of their workload.
They are proud to work at the school.
Safeguarding
The arrangements for safeguarding are effective.
Leaders provide staff with regular safeguarding training.
Staff understand their responsibilities to keep children safe. They know how to spot pupils who may be at risk of potential harm. They make sure that their concerns are passed on to safeguarding leaders and recorded in detail.
Leaders follow up concerns and involve external agencies when needed. Pupils and their families get the help they need.
There is a well-planned curriculum to make sure that pupils learn how to stay safe.
They learn about a range of potential dangers and how to respond in these situations.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school's new phonics programme is not well implemented. Some staff do not have good subject knowledge.
They do not always explain things well or address mistakes that pupils make. As a result, some pupils struggle to access the curriculum. Leaders should ensure that staff are trained and supported to teach phonics well.
• Leaders have reviewed the curriculum for many subjects, including the early years curriculum. They have made significant changes to ensure that plans identify what pupils should learn, and when. However, the majority of plans are new, and some will not be introduced until September 2022.
As a result, pupils do not currently learn as successfully as they could. Leaders should ensure that new curriculum plans are implemented as soon as possible, and check that these are being delivered well by teachers and making a difference to what pupils know and remember. Most middle leaders are new.
They do not all have a strong overview of their areas of responsibility. They do not always identify weaknesses or staff who need further support to teach well. This can limit the success with which they lead curriculum developments in their subjects.
Senior leaders should ensure that all middle leaders have the expertise they need to lead effectively and provide guidance for their colleagues. ? Leaders' expectations of behaviour are not high enough. In lessons, pupils are not consistently engaged.
Some pupils do not give teachers their full attention. At lunchtime, some pupils do not display good manners as they eat. Leaders must create an environment where all staff have equally high expectations of pupils' behaviour.
• Expectations of what children can achieve in early years are not high enough. Children do not always demonstrate positive attitudes to their learning and lack the independence they need to be ready for Year 1. Leaders should ensure that staff have the necessary knowledge and skills to lead early years effectively, so that pupils are well prepared for the next stage of their education.
