Christ Church CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are at the heart and centre of Christ Church CofE Primary. They are welcomed to school with smiles by leaders and other staff. All staff know pupils and their families well.

Staff make sure that each child's individual needs are well understood and supported every day.

Leaders have established their vision of 'preparing, sowing, growing'. This is evident within the carefully planned curriculum.

Leaders prepare their pupils very well for their next stages of education and for life in modern day Britain. Leaders have thought carefully about what pupils need as they grow into young adults. For example, leaders plan opportunities for pupils to practise the...ir conversation skills.

They know the importance of this when meeting new people.

Leaders promote high aspirations for all pupils, including those with special educational needs and/or disabilities (SEND). They carefully consider any barriers and disadvantage that pupils may have to learning.

All pupils are given additional responsibilities across school. For example, older pupils are responsible for organising and setting up a special sport's day for the whole school. Pupils work towards recognised certificates and awards in leadership.

Behaviour across school is exemplary. Pupils are highly respectful of each other and of all the adults in school.

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

The curriculum sets out the key knowledge and vocabulary leaders want pupils to know.

This is planned in a logical order, so that pupils build on prior knowledge over time. Leaders carefully plan wider experiences to support pupils' learning across all curriculum subjects. For example, in history, pupils were visited by an archaeologist who specialises in ancient Maya civilisations.

As a result, pupils know more and remember more over time.

Some areas of the curriculum have recently been changed, such as mathematics. There is some variability in how the new parts of the curriculum are being taught.

For example, in mathematics, teachers do not consistently present information clearly. There is also some variability in how reasoning and mathematical language are taught. This means that some pupils also lack depth in reasoning and mathematical language.

Leaders are already aware of this and are beginning to address it.

Staff plan interesting activities to help improve children's speaking and language skills in the early years. Both the indoor and outdoor learning environment are vibrant and well resourced.

Routines are well established. Pupils are polite to each other, to adults and visitors. They know how to take turns and the importance of sharing.

However, the way the curriculum is sequenced is slightly disjointed. This means areas of learning do not always build in a clear logical way well enough.

Leaders promote reading well across the school.

Staff deliver the phonics programme effectively. Those pupils who need additional support receive this quickly. Pupils learn to read fluently and accurately as a result.

The love of reading begins from the very start in early years. Children experience their teacher reading a variety of books to them, even before they start in the Reception class. Parents can access this through a video recording made by leaders.

Pupils across school receive visits from authors, theatre companies and a mobile library.

Leaders have highly effective systems in place to identify pupils with SEND. Leaders have created an inclusive school.

Pupils who need specialist support are well cared for and supported by all staff. Leaders carefully consider what each pupil needs. This helps pupils have the best possible start in their life, including those who are disadvantaged.

Pupils' talents and interests are identified quickly by staff, such as in music and sports. These are well supported and pupils are given opportunities to develop them further. Pupils' wider personal development is well planned and thought out.

Leaders have identified clearly how they want pupils' characters to develop into adulthood. This effectively prepares pupils as independent and active members of society.

Pupils are highly motivated in all aspects of their school life.

They show great care towards each other and support each other's well-being. Pupils have a strong understanding about inclusion and diversity. They know how there are different types of people and families in modern day society.

The headteacher leads with care and compassion. This is reflected in the highly positive comments pupils, parents, carers and staff make. Governors know their statutory duties well.

They listen carefully to the needs of their community and stakeholders. Governors effectively support the headteacher in implementing changes for further improvement.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive regular training in how to keep pupils safe. They know how to report concerns quickly. Staff understand the importance of raising all low-level concerns to leaders.

Governors check the school's safeguarding procedures closely. Leaders complete the required checks on all adults who work in the school. Leaders work effectively with local agencies and make sure families get the help they need quickly.

The curriculum teaches pupils about risks in the local area, such as water safety. Pupils feel confident to speak to any adult in school about their worries and concerns. Pupils know they will be listened to and their concerns taken seriously.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have recently implemented a new curriculum in mathematics. The way teachers present information is not always clear and some pupils do not always fully understand the learning as a result. Leaders should ensure that teachers receive further support to enable them to deliver the planned mathematics curriculum more effectively.

• There is variability in how mathematical reasoning is being taught. Pupils lack depth in reasoning and mathematical language, as a result. Leaders should continue their work to ensure that teachers have the necessary knowledge to implement this area of the mathematics curriculum successfully.

• The early years curriculum is not fully coherent and not clear enough. This means that children learn in a disjointed way. Leaders should ensure that the early years curriculum is well sequenced so that pupils can learn in a clear logical way over time.