Co-op Academy Princeville

Highlights from Latest Inspection

What is it like to attend this school?

Pupils learn a strong moral code in this school. This is based on the values that underpin the co-operative movement. Pupils talk keenly about how they show these values in how they care for one another and how they succeed together.

This is a friendly place to learn. The school welcomes pupils of different nationalities and backgrounds. Staff speak many different languages.

They are very understanding of pupils' and their families' needs. Pupils know that they can speak about any concerns that they may have and that adults will help them.

Staff have high expectations for all pupils.

They encourage pupils to be successful academically and socially. P...upils show a willingness to learn. They respond well in lessons and are keen to answer questions posed by their teachers.

There is a calm working hum in the classrooms as pupils set about their learning tasks. Pupils are respectful of one another and of staff. During playtimes, many pupils initiate games and play with one another.

Children in the early years, including the provision for two-year-olds, thrive. Staff ensure that those new to school settle into routines quickly. Adults constantly model spoken language well.

They make sure that children learn new vocabulary and are ready for the move into Year 1.

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

Over recent years, with the support of the trust, the school has gone through a period of positive change. Leadership has been strengthened and there is a keen focus on school improvement.

There is a determination from staff that all pupils achieve well. As a result, the school has improved across many areas particularly in the quality of the subject curriculums. This is shown in pupils' current achievement in reading and mathematics.

Although the approach to teaching writing has been strengthened, this has not impacted on the published teacher assessment data for 2023. However, the work in pupils' books is of a high quality and shows a clear build-up of pupils' writing skills.

The school has developed a broad and ambitious curriculum for all pupils.

This starts in early years where skilful staff encourage children to develop their communication skills well. Throughout school teachers ensure that pupils widen their vocabulary and make connections in their learning. Pupils with special educational needs and/or disabilities (SEND) study alongside their peers.

Teachers support them by using additional prompts, practical resources and modifying the language used.There are some inconsistencies in how effectively some curriculum policies are implemented in lessons. As a result, some pupils do not have the same experiences as most pupils in the school.

Likewise, some activities are not focused sharply enough on how pupils learn, and they occasionally become confused or their attention drifts. Here, pupils do not learn as well as they could.

The school prioritises reading.

Staff are successful in teaching the school's phonics programme. They are adept at identifying and supporting pupils who are struggling to read. Pupils read books that are well matched to their phonics knowledge.

Daily reading makes them confident and increasingly fluent. There are a range of initiatives to promote reading including a 'summer pack' for children transferring to Reception class. Pupils have access to a range of high-quality books which inspire them to read more.

Leaders provide pupils with a strong careers education. This includes partnership work with local businesses and the wider community. This helps to foster pupils' aspirations for the future.

Pupils are well versed in how to keep healthy and have a deep understanding of dietary needs and nutrition. Pupils talk confidently about major world faiths and visit different places of worship. Pupils participate in a wide extra-curricular offer.

They enjoy the trust wide competitions such as the Spelling Bee and sporting events. The school gives pupils opportunities to develop their leadership skills. Many pupils are members of the school council or serve as buddies.

Pupils know these roles are important because they help make the school an even better place.

The school's behaviour policy is clearly understood by all. Pupils look forward to receiving rewards for positive behaviour.

They are polite and courteous to staff and each other. However, some pupils say that there is occasional unkind behaviour on playground. Staff have worked with families to significantly improve pupil attendance.

School leaders are mindful of staff's workload and well-being. They engage positively with staff who feel very well supported. Staff appreciate the many training opportunities provided by the trust.

These help them to improve in their roles. Trustees and academy councillor have a very clear understanding of the school and set appropriate priorities for further improvement.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• While the school has designed a precise and well-sequenced curriculum, a few teachers do not make the best pedagogical choices to deliver the curriculum effectively. This means that occasionally, some pupils do not learn as well as they could. The school should ensure that staff receive training on the appropriate pedagogical and activity choices so that the teaching of the curriculum is consistently effective.

• There are inconsistencies in how effectively some curriculum policies are implemented. As a result, some pupils do not have the same experiences as most pupils in the school. The school should ensure that policies and procedures are understood and implemented consistently by all staff so that leaders' vision for the school and its pupils is realised fully.