Copper Valley Junior Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Gunnislake Primary Academy are 'kind, respectful and focused'. This helps them to develop positive relationships with staff and with their peers. Pupils feel safe.

As well as talking with staff, they use their 'I wish my teacher knew' boxes to share any worries they have. They say that pupils learn and play well together and that bullying is rare. Pupils value rewards they receive for following their school rules.

One pupil, who reflected the view of many, said, 'I love getting things from the treasure chest.'

Leaders have restarted school clubs and extra-curricular visits, which have been hampered by COVID-19. Pupils develop their talents and inte...rests through opportunities such as local sporting festivals, learning to play the keyboard, 'songfest' and 'MayFest'.

Some pupils also produce and deliver care packages to local elderly residents.

Leaders have taken clear decisions on how to improve the school and are ambitious for all pupils, including those who are vulnerable. They use the pupil voice in their curriculum conversations.

Consequently, pupils are happy, attend regularly and say they love to learn. They enjoy revisiting their 'big books' to look back at what they have learned in the wider curriculum.

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

Leaders ensure that reading is a priority for all pupils.

From when children start in the Reception Year, consistent teaching means they have the phonics understanding they need to become successful readers. Staff select 'favourite five' books for pupils to read. As a result, pupils are very positive about reading and talk about the books they read for pleasure.

Staff support pupils with any difficulties they have with reading. Pupils, including those with special educational needs and/or disabilities (SEND), receive extra support which meets their individual needs. Once pupils have mastered the phonics curriculum, they continue to read widely.

In other areas of the curriculum, leaders have the same high expectations of all pupils. Pupils take pride in what they do and show this through their presentation of work and in their behaviour. The curriculum is ambitious, and staff quickly identify when pupils make mistakes or need further help.

Pupils with SEND are well supported to successfully learn alongside their peers. Staff know the needs of these pupils well. This means, in the shorter term, all pupils remember what they have learned.

Despite this, in some subjects, leaders have not considered well enough how important knowledge is broken down into smaller steps. This means that some pupils find it difficult to make links between topics or remember what they have learned over a longer period of time.

Leaders provide a range of well-planned opportunities for pupils' personal development.

They adapt this skilfully for some pupils with SEND so they are well prepared for the next stage of their education. As a result, pupils talk about positive relationships and the importance of being healthy. They understand what a stereotype is and how this can be harmful.

For example, pupils talk knowledgeably about the roles of gender in society and how this has changed over time.

Pupils model kindness through their actions. For example, they understand that people with disabilities might need extra help to benefit from the same opportunities as others.

However, leaders have not considered well enough how pupils learn about different cultures. Many pupils cannot talk with confidence about life in different countries and cultures.

Leaders carefully plan how to support staff to make further improvements to the curriculum.

Staff value this and say that leaders positively champion their workload and well-being. Staff comment that they are supportive of each other and of the wider school community.

Safeguarding

The arrangements for safeguarding are effective.

Leaders engage effectively with external agencies when pupils and families are identified as needing early help. They have robust policies and procedures in place, and all staff follow these well. Governors regularly check that pupils are safe in the school.

Along with leaders, they make the right checks when new staff start at the school.

Leaders ensure pupils know how to keep themselves safe through the taught curriculum. For example, pupils understand the importance of staying safe when online and are aware of other dangers, such as fire and harmful substances.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not broken down important knowledge into small enough parts. This means that some pupils do not remember as much as they could over time. Leaders should ensure that all subjects have key knowledge clearly identified so pupils know more and make links between different aspects of their learning.

• Leaders have not considered well enough how pupils learn about different cultures. As a result, many pupils do not have a well-informed understanding and appreciation of cultural diversity. Leaders need to provide cultural education for pupils that is coherently planned and implemented.