Corfe Castle Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love coming to this warm and welcoming school. The values of courage, community, perseverance and belief embody the work of the school.

Staff have high expectations of all pupils. Pupils rise to these expectations.

Pupils benefit from an enriching experience at Corfe Castle Primary School.

The school sits at the heart of the local community. Pupils animatedly discuss the many opportunities provided to them beyond the academic. For example, the school held a traditional sports day in the grounds of Corfe Castle.

Pupils participated in events such as a hill scramble, archery and a tug of war. The school provides a warm space on a Sunday to serve... soup to members of the local community. Because of this, pupils develop an understanding of citizenship.

Pupils remember those who fought in the Second World War by laying crosses at the local church. Trips are thoughtfully linked to the school's curriculum. For example, pupils visited Swanage Pier to learn about animal adaptation.

The school has worked tirelessly to engage with parents and carers since the previous inspection. The community speaks highly of the many changes that have taken place. Consequently, parents have confidence in the school, and pupils enjoy attending.

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

Leaders and those responsible for governance have had an unwavering focus on the curriculum. Together, they have taken time to consider the local context as part of curriculum design. The school has identified the small steps of precise knowledge it wants pupils to learn from early years to Year 6.

This is sequenced carefully towards ambitious 'big questions' in all subjects. Teachers say that this precision has helped them with their workload. Training from the trust and external advisers has helped staff sharpen their practice.

Staff are appreciative of this investment in their skills. They have sound subject knowledge to be able to teach the curriculum effectively. As a result, pupils progress well through the curriculum.

Early reading has been prioritised. The school has trained all staff to be able to teach phonics expertly. Staff use assessment to identify any areas with which pupils need extra help.

Staff match books to the sounds pupils have learned. This helps pupils to gain confidence and enjoyment in reading. Pupils enjoy the 'golden ticket' books they receive as prizes if they read regularly.

Pupils learn to write as part of the school's phonics scheme. In many cases, staff carefully guide pupils to show them how to form letters accurately. However, on occasion, the handwriting policy is not consistently followed and modelled.

This means that pupils do not always form letters accurately or use the correct pencil grip. This leads to variability in pupils' work.

Pupils with special educational needs and/or disabilities (SEND) are identified early.

These pupils have learning support plans that are precise. These provide staff with the information they need to support pupils with SEND well.

Teachers help pupils to think deeply by questioning them well.

In mathematics, children in early years learn to understand numbers and count confidently. They quickly identify numbers of objects. Regular recaps help pupils to remember their learning.

In art, staff assess whether pupils have met the intended learning for the lesson. From this, it is clear whether pupils need further support in their learning. However, assessment is at an earlier stage in some wider curriculum subjects.

The school does not have the same oversight of how well pupils are learning the curriculum in a minority of subjects.

Children in early years make a strong start. Expectations are clear, including how the environment needs to look when it is tidy.

This clarity extends further up the school. Pupils engage well in lessons. They are complimentary about the recently updated behaviour policy, saying that they have time to reflect on their actions.

Pupils learn to be responsible through roles such as being part of the 'praise group'. Leaders monitor and address any attendance concerns, including persistent absenteeism. This has reduced significantly in recent years.

Leaders are creative in their approach to supporting every child to attend school. For example, there is a 'wake and shake' breakfast club.

The school provides pupils with lots of activities outside their normal lessons.

Leaders listen carefully to what pupils say about these activities. They make changes to the clubs offered as a result. For example, they have introduced sewing, outdoor survival skills and gardening clubs.

Pupils learn about online and physical risks, including water safety. This allows pupils to be ready for the wider world.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, inaccurate pencil control and letter formation go unaddressed. This means that some pupils do not produce fluent handwriting with correct letter formation in line with the school's approach to the teaching of handwriting. The trust must ensure that expectations of writing are well understood by staff and must enable pupils to have regular opportunities to practise writing.

• In some wider curriculum subjects, approaches to assessment are still being developed. In these subjects, the school does not have oversight of how well pupils are learning the curriculum. The trust should ensure that assessment across all subjects is effective in identifying how well pupils are building their knowledge.

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