Constantine Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Constantine Primary School are happy and proud to attend their village school.

They enter the school gates with a smile on their faces and a thirst for learning. Through their three school promises, pupils demonstrate thought and care towards others, as well as in their learning. They are well mannered and kind towards others.

Pupils value the care they receive from adults in their school. Older pupils become positive role models. For example, they buddy read with younger pupils regularly and support each other with their play during social times.

Pupils enjoy learning across the curriculum and meet the high standards the school has for them. They h...ave many opportunities to learn about and care for their locality, taking pride in where they come from. For example, the school council works with a local surfing charity to protect their nearby coastal areas.

Pupils appreciate the wide range of extra-curricular activities on offer. From sports to the arts, choir and photography, pupils develop their talents and interests. Pupils also enjoy competing in the sporting 'leagues' which consist of schools in the local partnership.

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

The school and the trust are relentless in their approach to strengthening the quality of education pupils receive. Staff benefit from high-quality professional development from the trust, which is 'genuinely useful' in improving teaching and outcomes for pupils. In recent years, the school has undertaken significant school improvement work.

This has been effective and appreciated by many within the parental community. However, a small number of parents and carers continue to raise concerns about the communication between home and school. The school is highly committed to strengthening these relationships so that they can work in partnership with all parents.

Reading is the 'heartbeat of the curriculum'. As soon as children begin school in the Reception Year, they learn a well-thought-out phonics curriculum. All pupils learn the sounds that letters make and become fluent readers.

Pupils read carefully selected, engaging books as part of their guided reading curriculum. As a result, pupils love to read and can do so well. They are highly motivated to visit their new library to find books to read for pleasure.

The small number of pupils who find learning to read hard receive swift and effective support.

The school ensures that there is an ambitious curriculum for pupils to learn. Leaders break down this learning into sensible, small steps and identify the 'powerful knowledge' that pupils need to remember.

Pupils with additional needs and vulnerabilities are well supported. Staff know these pupils well and provide high levels of academic and pastoral care. Therefore, in most subjects, all pupils learn successfully.

For example, in mathematics, pupils are supported to ably recall key number facts with automaticity. In the Reception Year, pupils use their knowledge of the world to discuss where food comes from. However, there are a small number of subjects that are not as developed.

In these subjects, some pupils have gaps in their knowledge. This slows future learning as pupils do not build on what they remember and can do over time.

The development of pupils' spoken language and vocabulary is at the forefront of the curriculum.

Pupils learn highly ambitious words in each subject and use them adeptly in their talk. For example, in geography, younger pupils talk accurately about the equator and what this means for the climate of countries. This oracy focus also supports pupils to show respect for each other's opinions.

The youngest children quickly learn about sharing and use kind words when playing with each other.

The school's values of 'equality, resilience and respect' are at the forefront of the personal development curriculum. This curriculum supports pupils' understanding of a healthy body and healthy mind, as well as their place in the world.

Pupils are knowledgeable about healthy relationships and how families can be different. They are encouraged to be responsible, active and respectful citizens. For example, pupils talk about how they are making a difference by raising money for charity and undertaking litter picks.

A recent aspirations day has successfully supported pupils to consider jobs and careers for when they are older.

All staff are effusive about the trust's work with the school. Leaders, at all levels, are highly considerate of staff's workload and well-being.

The 'school family' supports each other well. Trustees and local governors provide effective support and challenge to the school in their drive for continual improvement.

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 small number of subjects, the curriculum is not fully developed. This means that pupils have gaps in their knowledge which hinder them from building their understanding over time. The trust and the school must ensure that the curriculum in all subjects supports pupils to learn well.

• A minority of parents have mixed views on the quality of communication between home and school. This is having a negative impact on how well these parents engage with the school. The school and the trust should continue to strengthen its relationship with parents so that they work in partnership.

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