Church Eaton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

When you walk into Church Eaton Primary School there is a real community feeling.

Pupils are friendly, cheerful and well mannered. They are proud to attend their school. Pupils appreciate the support they get from the staff.

They feel safe and know that they can share any concerns they may have with any adult in school. Staff look after and care for pupils well.

The new headteacher is making necessary improvements to the school.

There is now high ambition for the pupils, including those with special educational needs and/or disabilities (SEND). However, some pupils do not achieve as well as they should. This is because there are weaknesses in the del...ivery of the curriculum.

Pupils have gaps in their knowledge as a result.

Pupils show respectful behaviour. They know the school's rules and apply them well.

They are respectful to staff and each other. Pupils play cooperatively on the playground. They know what bullying is, and if it happens, they report it and say adults deal with it swiftly.

Pupils are rarely absent.

Pupils enjoy a range of experiences, including trips partly funded by a local charity. All pupils, including the youngest, are members of 'Solution Circles'.

They work together with staff to make improvements to the school.

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

The school and the trust have recently made positive alterations to the curriculum. Some subjects, including computing, are delivered well.

However, there is still more work to do in other subjects. In a number of subjects, such as mathematics, the curriculum is not yet fully developed or implemented. Consequently, there are gaps in the pupils' knowledge.

Furthermore, the school does not ensure that some pupils fully develop their vocabulary over time. When this happens, they struggle to talk about their learning and deepen their understanding.

The school has successfully cultivated a love of reading by introducing pupils to a range of suitable texts.

Reading has a high priority at this school. Staff are well trained to deliver the phonics programme consistently well. The books that pupils read are carefully matched to their phonics knowledge.

Skilled staff regularly check on what pupils know and remember. They support pupils who struggle to read to catch up quickly.

There is a sharp focus on reading for older pupils.

Every day, pupils spend time on their reading skills. They complete activities using challenging texts. These activities develop pupils' comprehension skills well.

Initiatives such as the library bus, reading buddies and the 'reading army of volunteers' promote a love of reading and reading fluency.

In the early years, children thrive in a language-rich environment. Children enjoy learning new things every day, and the staff give them lots of meaningful opportunities to do so such as tasks around the programming of robots or creating buildings from drinking straws.

Staff know the children well and plan activities that build on what they already know. Many parents report that their children enjoy coming to school and that parents are happy with how the school maintains strong links with them.

The school identifies pupils' additional needs quickly and accurately, starting in the early years.

Pupils with SEND receive the support they need to get the most from their learning. Disadvantaged pupils and those with SEND follow the same curriculum as their peers.

Pupils benefit from a personal development programme that is woven throughout the curriculum.

Through assemblies, trips and enrichment days, pupils learn about the wider world and diversity. Pupils make a tangible contribution to the life of the school. They work with staff and look very closely at where improvements can be made.

Pupils take on roles such as actioners, digital leaders and curriculum and library leaders. They have transformed the library to make it more accessible and engaging. Pupils run the weekly 'Digital Newsletter' and share events with parents.

They have raised money for the forest area in school. The school offers pupils a wide range of clubs, which they attend well. These include multi-sports, arts and crafts, drama, filmmaker, board games, embroidery and gardening.

Among the staff, there is a strong team spirit across school. There is a real commitment from all staff to making a positive difference to the lives of pupils.

Governors and trustees have a secure knowledge of how to support and challenge the school.

Staff appreciate the school's efforts to support them with workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a number of subjects, the curriculum is not fully developed or implemented as intended.

Consequently, pupils are not supported well enough to build their subject knowledge and vocabulary over time. The school and the trust should ensure that the curriculum in all subjects is well designed and implemented so that pupils learn more and remember more. ? The curriculum for teaching mathematics has been revised.

However, there is not enough detail of what pupils are expected to know and remember. As a result, there are gaps in pupils' knowledge, especially of number facts. The school should make sure that pupils get enough opportunities to develop and apply their knowledge of number bonds, times tables and mathematical fluency.

• The school does not ensure that pupils build subject-specific vocabulary over time. This means pupils struggle to talk about their learning in detail. The school should focus on securing pupils' vocabulary to enable them to deepen their understanding.