Churchfield Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly and welcoming school which pupils are proud to be part of.

Leaders are ambitious and have high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils work hard and want to do well.

Leaders use a range of well-planned strategies to support pupils' wider development.

Sports and arts are at the heart of school life. At breaktimes, pupils enjoy a wide range of sporting and physical activities. Leaders organise opportunities for pupils to perform and display their talents.

Pupils spoke about the confidence and joy they felt when performing termly poetry recitals for peers.

Par...ents and carers appreciated the kindness and compassion that leaders show towards their children. Pupils are happy and safe here.

Pupils behave well in lessons and around the school. They work well together and have many opportunities to help each other. Orderly routines are well established from an early age.

Whenever problems arise in school, staff address them quickly. They ensure that pupils are supported to be reflective and do the right thing. Bullying is never tolerated and is dealt with effectively.

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

Leaders have put an ambitious curriculum in place. Subject leaders have thought carefully about the design of the curriculum. In early reading, mathematics and science, the curriculum is strongly embedded and pupils achieve well.

Subject leaders have developed effective assessment systems which help them to address gaps in pupils' knowledge. However, in a few other subjects, leaders' assessment practices are not as routinely strong. In these subjects, teachers do not accurately know what pupils know and remember.

This means teachers do not identify gaps in pupils' understanding as well as they could.

Typically, leaders' curriculum thinking is well developed. In mathematics, teachers in early years consider how to develop children's understanding.

Children quickly learn to count and know the names of shapes. These early interactions lay the foundations that children need to do well in mathematics. In computing, teachers help pupils to deepen their understanding of information technology.

Leaders ensure that content taught to pupils is carefully sequenced so that pupils build on prior learning. For example, in physical education (PE), pupils progressively developed their practical skills.

Leaders and staff work effectively to meet the needs of pupils with SEND.

They work in partnership with parents and external specialists to address pupils' needs effectively. In lessons, teachers make adaptations to teaching and resources so that pupils with SEND can access the same wide range of subjects as everyone.

Reading is a key priority and strength in the school.

Leaders have trained staff well to help pupils become fluent and accurate readers. Teachers promote a love for reading in every class. Pupils are proud of the new well-resourced library.

Teachers read to pupils every day during story time. Children start learning letters and sounds in Nursery. Phonics teaching begins for children the moment they start the Reception Year.

Teachers check regularly that pupils remember the sounds they are taught. Pupils read books which are accurately matched to the sounds they know. If pupils fall behind with their reading, staff support them to catch up swiftly.

Pupils are attentive in lessons and respectful to adults. There is little off-task behaviour, which means pupils can get on with their learning. Children in the early years follow routines and take turns.

Leaders place great importance on giving pupils opportunities to take responsibilities. Pupils serve in many roles that help with the daily running of the school. For example, pupils help as librarians, eco-warriors and sports ambassadors.

The school parliament plays an important role in ensuring that pupils' views are heard.

Trustees and the governing body know the school well, providing appropriate challenge to leaders, for example in safeguarding practices at the school.

Staff are proud to work at the school and feel supported with their workload.

They said that leaders and members of the governing body take consideration and care to promote their well-being.

Safeguarding

The arrangements for safeguarding are effective.

Staff understand their duties, are vigilant and report any safeguarding concerns promptly.

Leaders perform their statutory duties effectively. Safer recruitment processes and pre-employment checks are thorough.

The curriculum encourages pupils from an early age to stay safe, including when online.

For example, pupils have worked with the local police and have been taught about hate crime and local risks. Pupils use a special 'safe hands' approach to help them understand who they can trust.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few foundation subjects, assessment strategies to support and check pupils' learning are not securely embedded.

Occasionally, in these subjects, gaps in pupils' knowledge and understanding are not identified swiftly enough. Leaders need to provide additional support for teachers to use pupils' assessment information accurately. Leaders should monitor and review the implementation and effectiveness of these procedures so that pupils can know more and remember more of their learning over time.