Columbia Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Staff and pupils describe the school as being like a family. Many, including parents, feel a strong sense of community.

The school's welcoming ethos contributes to pupils feeling valued and secure. This includes pupils with special educational needs and/or disabilities (SEND), who are fully included in the life of the school.

There is a strong culture of respect at the school, where staff encourage pupils to accept differences in people.

Pupils are kept safe in school by caring adults. They are motivated to do their best because teachers have high expectations of what they can do. Roles such as being a member of the 'Friendship Squad', supporting other pupils... at breaktimes, and being on the school council help pupils to contribute to the school community.

Staff make sure that they deal with any pupil concerns promptly. Pupils are very confident that staff will not tolerate unkind behaviour. Parents and carers value the work of the school.

One parent summed up the views of many by describing the school as 'a wonderful neighbourhood school'.

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

Leaders are ambitious for what they want pupils to achieve. They have developed the school's curriculum well over time.

Pupils are enthusiastic about their learning in these subjects. For example, they talked confidently and in detail about their learning in reading and mathematics. Leaders have recently been developing a new approach to teaching mathematics.

They have ensured a consistent approach to the teaching of important mathematical concepts. However, in some subjects, teaching does not build effectively on what pupils know and understand, including how content builds sequentially from the early years. This leads to gaps in the knowledge and understanding of some pupils in these subjects.

Leaders have prioritised reading. Leaders focus on teaching pupils the phonics knowledge they need to become fluent readers. This begins in Nursery with stories and rhymes.

Pupils in early years and Years 1 and 2 learn phonics every day. Staff build on pupils' phonics knowledge progressively over time. They teach phonics consistently.

Pupils read books matched to the sounds they know. Leaders have ensured that there are clear systems for identifying pupils who need help with learning to read. Pupils who need to catch up receive targeted support to help them to become fluent readers.

Adults promote a love of reading across the school. They introduce pupils to, and read to them, a rich and diverse range of texts.

Pupils with special educational needs and/or disabilities (SEND) are well supported to access the curriculum, including the curriculum for reading.

Leaders ensure that the needs of pupils with SEND are identified quickly. Staff adapt and support pupils with SEND well.Relationships between staff and pupils are kind and supportive.

Routines are clear and established quickly. Pupils speak to each other in a respectful way. They know they can talk to a trusted adult if they have any concerns.

Pupils are supported by staff to make positive choices. As such, there is rarely any disruption in lessons. Behaviour is consistently impressive.

From the early years onwards, staff establish positive working relationships between home and school. Leaders create routines from day one at the school, establishing high expectations for children. Pupils learn why it is important to show respect for others, including different lifestyles and looking after the environment.

Leaders have given careful and detailed thought to the personal development experiences on offer to pupils through the curriculum. Pupils learn about different cultures and religions. They have a strong understanding of the fundamental British values.

Pupils talk with maturity about differences between religious celebrations and worship. They have a secure understanding of how to have a healthy and positive relationship. Pupils engage meaningfully with the local community and support local charity fundraising.

They benefit from a diverse and wide range of visits and clubs. This enhances their learning and supports them to develop talents and interests that they can follow outside and beyond school.

Governors are knowledgeable about the strengths and areas for development in the school.

They are committed to the community ethos of the school. Governors understand their specific roles, including in relation to safeguarding. Staff training is prioritised by leaders.

Staff are happy and proud to work at the school. They appreciate how leaders are mindful of workload and prioritise the well-being of staff and pupils.

Safeguarding

The arrangements for safeguarding are effective.

A culture of safeguarding pervades all aspects of school life. This has been developed through strong relationships with families in the school community. Staff are very aware of local safeguarding risks, including through regular and detailed safeguarding training.

Staff are clear on how, and when, to report concerns. Leaders act upon these concerns swiftly and effectively. They work with external professionals, when necessary, to get support for pupils and families.

Leaders have given careful thought to ensuring that teachers give pupils the knowledge they need to stay safe. For example, pupils have a strong understanding of how to stay safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, teaching does not build on what pupils know and remember.

This includes content that does not build sequentially from the early years. As a result, some pupils do not consistently deepen their knowledge and, consequently, have gaps in their understanding. The school should make sure that all staff have the expertise to build on pupils' prior knowledge precisely and progressively from the early years onwards.