Christ Church Hanham CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Children get off to a flying start in the early years.

Parents and carers say their children feel loved, cared for and flourish at school. Staff know the pupils and their families well. Over time, pupils become confident, independent thinkers who are well prepared for the next stage of their education.

Pupils are enthusiastic about their learning and wider opportunities. They praise the amount of lunchtime and after-school clubs on offer. Pupils are excited by these rich experiences.

The activities such as choir and rugby help to develop pupils' talents and interests. Many pupils continue to learn musical instruments after whole-class lessons.

Pupils... are polite and well behaved.

They play well together in mixed-age groups. This begins in the early years, where staff help children to share, take turns and listen to each other. Pupils show respect to each other and adults.

Bullying is not tolerated. Pupils say they feel safe in school.

There are many opportunities for pupils to take on roles of responsibility.

They are proud to represent their school. For example, pupils may be elected to join the 'Active Crew'. Parents say that their children are proud to attend the school.

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

Leaders promote a love of reading through their choice of high-quality texts and through engagement with parents. For example, activities such as stay-and-play events in Reception Year and World Book Week promote a love of reading for children. Teachers and teaching assistants have a secure knowledge of phonics.

Pupils read books that match the phonics they learn. Staff give pupils who need help extra time and support to practise their phonics and reading. As a result, pupils build their phonics knowledge, reading speed and accuracy well.

Staff guide pupils to explore texts to interest and deepen pupils' knowledge of different books. Teachers skilfully use class discussions to encourage pupils to practise using new words. In the Reception Year, staff develop children's communication skills effectively.

For example, children in the early years listen to traditional tales before retelling the story using new words. This inspires them to write their own stories successfully.

Leaders, including governors, have high expectations for pupils' learning.

This includes pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Leaders have designed and implemented an ambitious, carefully sequenced curriculum. The essential knowledge leaders want pupils to know and remember is identified from Reception Year to Year 6.

The new curriculum is improving the quality of education experienced by pupils.

Teachers regularly check what pupils remember of the curriculum in most subjects. When teachers know the curriculum content well, they accurately identify pupils' next steps.

This includes pupils with SEND. For example, in mathematics, teachers ensure that pupils fill gaps in their knowledge before moving on. This work is effective.

Nevertheless, leaders recognise that there needs to be greater consistency in teachers' curriculum subject knowledge and the use of assessment information to close gaps and plan future learning in some subjects. Where teachers' subject knowledge is not secure and assessment methods are not agreed, learning activities are not adequately adapted to rectify these gaps. For example, some pupils find it difficult to complete maps in geography correctly.

When mistakes are not corrected, pupils continue to make errors.

Staff have high aspirations for pupils' behaviour. In the early years, clear routines help children to quickly learn to use and share resources appropriately.

There is a calm and orderly environment in the school. Staff provide additional support to pupils who need help to recognise and manage their emotions and behaviour. Leaders have rightly prioritised training for staff to help them support pupils' social and emotional needs.

Pupils' personal development is supported well. Pupils learn how to be physically and mentally healthy. Pupils know how the school values help them to make the right choices in life.

They understand and discuss the importance of democracy and respect. Pupils are keen to find out about religions and cultures different from their own and how they can contribute positively to society.

Leaders think carefully about barriers to learning and how to overcome them.

For example, leaders successfully support individual families to help them improve their children's attendance at school.

Governors have robust systems in place to monitor and evaluate the effectiveness of leaders' actions. They welcome advice and seek out good practice to continually support and challenge leaders effectively.

This includes ensuring that staff feel supported to manage their workload.

Safeguarding

The arrangements for safeguarding are effective.

The appropriate checks are carried out before staff and volunteers begin working at the school.

Staff and governors receive appropriate safeguarding training and updates. Staff understand their safeguarding roles and responsibilities. They know how to report and record concerns for pupils' welfare.

Leaders are tenacious when trying to secure support for the school's most vulnerable pupils. They are not afraid to escalate concerns should they be unhappy with the response from an external service.Pupils are taught how to keep themselves safe, including online and outside of school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, leaders have not set out how they want pupils' learning to be assessed. This means teachers do not check and rectify misconceptions quickly enough. Leaders need to agree on assessment methods across these subjects and support teachers to use the information to ensure pupils know and remember more.

• Teachers do not have secure subject knowledge across some foundation subject curriculums. Consequently, learning activities do not always provide pupils with opportunities to secure and deepen their knowledge sufficiently well. Leaders need to support teachers to improve their subject knowledge to the same standard in all areas of the curriculum.

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