Churchfield Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Churchfield Primary School is at the heart of the local community. Every child is at the heart of the school.

The school team lives and breathes the school ethos: to enable all children to grow as independent learners, achieve more than they ever believe they could and shine as unique individuals. Pupils love coming to school. They feel safe and cared for.

Relationships between adults and pupils are friendly, good humoured and respectful. Adults take the time to get to know individual pupils incredibly well. Pupils feel valued.

Pupils behave well in class and at less structured times. Bullying is extremely rare. Pupils are confident that adults would sort out... any problems swiftly.

Pupils benefit from an exceptional personal development programme. They talk enthusiastically about a vast range of clubs, visits and events. Opportunities to play a musical instrument, to perform on stage, to attend sporting tournaments and to take part in fundraising events are commonplace.

The headteacher took up post in September 2021. Since then, the school has worked to systematically review the entire school curriculum. Most subjects are now well designed and pupils achieve well.

However, there is more work to do in mathematics. Leaders are aware of this.

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

Leaders and staff have developed an ambitious curriculum.

Pupils say they find learning interesting and enjoyable. Most subject curriculums are effective in helping pupils learn more and remember more over time. For example, Year 6 pupils can demonstrate their growing scientific knowledge about the human body by explaining the impact of a healthy diet and exercise on their resting heart rate.

Pupils with special educational needs and/or disabilities (SEND), including those in the specially resourced provision, benefit from strong support to help them to meet their individual targets and keep pace with the school's curriculum.

The school has prioritised the teaching of reading from early years. Highly effective phonics teaching is consistent across the school.

Teachers quickly identify gaps in pupils' understanding and address them quickly. Extra support is prioritised to help pupils who find reading difficult. Across key stage 2, whole class reading lessons and a targeted approach to developing fluency are beginning to have a positive impact on reading comprehension outcomes.

Pupils demonstrate an enthusiasm for the books they are reading in class and are keen to share ideas and to listen to others.

Work to develop the mathematics curriculum is in its infancy. The curriculum does not support pupils well to learn their multiplication tables and there are insufficient opportunities within lessons for pupils to apply their mathematical knowledge to reasoning and problem-solving.

Many pupils do not achieve as well as they could.Leaders are aware of this and plans indicate that work will begin soon to improve mathematics in line with the rest of the curriculum.

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

They achieve well in relation to their starting points. Staff expertly develop children's language and communication. Familiar stories, songs and rhymes are used to support learning.

The indoor environment is carefully designed to meet the needs of all children and in all areas of learning. The outdoor learning area is not as well developed. Leaders have ambitious plans to bring this up to the same standard as indoors.

Pupils' attitudes to school are positive. However, some pupils do not attend school often enough. As a result, they are missing out on essential learning.

The school ensures that it prioritises the support for families and challenges poor attendance. However, for a significant group of pupils, absence remains high.

The school's programme for pupils' personal development is at the centre of learning.

The curriculum for personal, social and health education is planned and sequenced with care. Pupils know the difference between right and wrong. This is reflected in how they treat each other.

Pupils develop a mature understanding of diversity and equality. They willingly volunteer to take responsibility for making their school a better place. Bistro buddies, junior journalists and reading ambassadors have all received training for their important roles.

Pupils have been taught to stay safe, know about puberty and can describe the differences between age-appropriate healthy and unhealthy relationships.

Those responsible for governance know the school exceptionally well. They provide highly effective support and challenge for school leaders.

Staff are overwhelmingly positive about the support they receive from leaders around workload and well-being. Leaders provide highly effective professional development opportunities for all staff. This has led to staff developing a high level of expertise.

Parents are also full of praise for the school and appreciation for the care and education their children receive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Work to develop some key aspects of the school's mathematics curriculum is not complete.

The curriculum does not enable pupils to learn their multiplication tables well enough and pupils do not consistently get the opportunity to apply their mathematical knowledge to reasoning and problem-solving activities. Pupil outcomes in mathematics are low. The school should continue to develop its curriculum for mathematics to ensure all important knowledge is carefully planned and sequenced and that outcomes improve.

• Attendance is low for some pupils, including those who are disadvantaged. Low attendance means these pupils are missing important learning. The school should ensure that their ongoing work with families continues to be a priority and leads to improvements so that all pupils attend school regularly.