Conway Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Conway Primary is a highly inclusive school where everyone is valued.

Pupils and staff embody the school's values of 'ambition, resilience, respect'. Relationships between pupils and staff are warm and respectful. Pupils speak positively about the support they receive from staff and enjoy their learning.

There is a strong culture of safeguarding and well-being across the school. Pupils feel safe and say they are happy in school. Parents and carers are very supportive of the school's ethos.

There is a purposeful atmosphere around the school. Pupils focus on their learning well, work hard and want to learn. Teachers speak calmly with any pupil who loses concent...ration and offer support to help them regain focus.

During social times, pupils mix with others in a calm and orderly manner. Pupils know who to talk to about any concerns they may have.

The school places a strong emphasis on pupils' personal development.

Pupils learn about their health and well-being. Pupils say they really like the wide range of leadership roles they are given. Pupils enjoy the responsibility as class ambassadors, eco warriors and 'rights knights'.

The school offers a range of enrichment clubs across the year, including the current 'multi-sports' club with Year 4 pupils.

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

Following a period of development, there have been significant and highly effective staffing changes. These include a new executive headteacher and a new head of school.

The school continues to raise expectations around learning, behaviour and attendance. In all classes positive relationships between staff, pupils and parents help pupils to be confident and happy.

The school successfully identifies the key knowledge pupils need to succeed, particularly in reading, phonics and mathematics.

Teachers present new subject matter clearly to pupils. However, some areas of learning are less developed than others. In mathematics, for example, the school continues to develop pupils' knowledge of problem-solving and reasoning.

Some pupils are not always challenged to extend their knowledge and understanding across the curriculum. This means that some pupils do not achieve and demonstrate their potential in all subjects. The school should ensure all pupils are given effective opportunities to deepen their knowledge, hence reducing gaps in their learning.

Most staff check what pupils have learned and adapt their teaching well so that pupils build on what they know and can do. However, in some cases, the school does not check on what pupils know and remember well enough. When this happens, gaps in pupils' learning may go unnoticed, leading to some pupils falling behind or missing important content.

This leads to some pupils having gaps in their knowledge, which limits their progress.

In the early years, children get off to a positive start. Teachers present new learning clearly.

For example, they carefully demonstrate counting objects up to five. However, children in the early years do not have enough opportunities to practise and apply their learning when working on their own. This is because the activities provided are not fully aligned with the planned curriculum.

The school quickly and effectively identifies pupils with special educational needs and/or disabilities (SEND). Staff use precise information to adapt the learning for each pupil's individual needs. Reading is a priority at this school.

Pupils become familiar with the sounds that letters make and learn how to blend these into words and sentences. Teachers give support through extra interventions where needed. All pupils have access to a wide range of books to read and enjoy.

This encourages all pupils to read regularly.

The school effectively analyses trends in attendance and provides additional support for pupils who do not attend regularly. This support for pupils and their families is helping to improve the attendance of all pupils.

Pupils' well-being is at the forefront of leaders' vision, including promoting pupils' positive mental health. The personal, social, health and economic (PSHE) curriculum is well-planned and sequenced. Pupils learn about topics such as online safety and positive relationships well.

Pupils say they welcome and appreciate the time staff give to their broader educational visits and experiences. A recent visit to Buckingham Palace helped develop pupils' awareness of being a British citizen.

All leaders, including those responsible for governance, know this school well.

They understand how the local context impacts on pupils' learning and attendance. The school effectively reviews and develops all aspects, including teaching, the curriculum and pupils' well-being, with a strong focus on safeguarding. Trustees and governors support and hold them account for the decisions taken.

The school has implemented a well-thought-out professional development programme, which staff appreciate. The school consults staff well on policy changes and carefully considers their workload, which staff are appreciative of.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not consistently check pupils' understanding of what has been learned and what they can remember. As a result, gaps in pupils' knowledge are not identified and addressed effectively, limiting their progress. The school should ensure that pupils' understanding is regularly checked and teaching is adapted to close any gaps in learning.

• Children in the early years do not have enough opportunities to practise and apply their learning when working independently. This is because activities provided are not fully aligned with the planned curriculum, which can hinder children from consolidating key skills and deepening their understanding. The school should ensure that pupils have regular opportunities to practise and apply new learning when working independently.

• The school does not always provide enough challenge for pupils to extend their knowledge and understanding across the curriculum. As a result, some pupils do not fully reach their potential, limiting their knowledge and connections across subjects. The school should ensure that all teachers plan learning to include challenging tasks that stretch all pupils to reach their potential.