Crazies Hill Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are incredibly proud of their welcoming school.

They feel happy and safe as members of the school's family. The values of respect, relationships and resilience are firmly embedded in the school's culture. They are highly evident in all interactions and learning opportunities.

Pupils enjoy earning their 'gems' for each value and the subsequent celebration. Parents talk about these values in their universal praise for the school.

There are high expectations set for pupils' behaviour, and they consistently live up to them.

Pupils are extremely polite and considerate to staff and each other. In lessons, pupils are curious and excited learners who ...contribute well. They achieve highly and are well prepared for their next educational steps.

The school offers an impressive range of extra-curricular activities. These are designed to widen pupils' experiences and nurture their talents. The timings of these are also well thought through, with before-school, lunchtime and after-school opportunities.

They currently include fencing, sewing, archery and yoga. Pupils also benefit from a wealth of trust-wide musical and sporting events. There is a sense of shared joy when pupils sing together in assemblies or as part of the school's choir.

Pupils take pleasure in performing to an audience at the Berkshire Maestros Music Festivals.

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

The school has high ambition for all pupils. In every subject, there is an exciting learning journey, which spans from early years to Year 6.

A continual process of review and refinement ensures that all pupils benefit from this curriculum. The trust and governing body have an accurate view of the school's strengths, informed by their keen oversight. Staff are extremely well supported by trust-wide opportunities for training and professional development.

Children get off to an exceptionally strong start in early years. The indoor and outdoor environments are carefully structured so that opportunities for learning are abundant. Children are emotionally secure and ready to learn because they develop positive relationships with staff and their peers.

They show that they can take turns, share and work together in a collaborative way. Teaching staff are highly effective at developing children's language and communication skills. They model and encourage ambitious vocabulary in their conversation.

Children achieve highly, especially in terms of their early reading and writing. For example, they use their growing knowledge of letter sounds to independently write simple instructions for making a gingerbread man.

Pupils become confident and fluent readers as they move through the school.

At the earliest stages, they are supported well with their phonics learning. They read books which match the sounds they know and enjoy choosing books from the school library. Pupils who need extra help with their reading receive it and catch up quickly.

Older pupils act as reading role models in the daily phonics buddy system. This well-established routine also contributes to the strength of cross-age relationships.

Teaching ensures that pupils remember their learning.

For example, in mathematics, pupils complete a 'flashback four' which reminds them what they have learned before. During lessons, discussions allow pupils to make links between subjects. For example, in history, when considering the Industrial Revolution and life for factory workers, pupils reflect on their geographical understanding of different types of settlements.

Teachers use a range of methods to check and assess pupils' learning. However, there are some occasions when teaching staff do not have the necessary expertise to move learning on and address misconceptions. This means that sometimes pupils are not building on their knowledge.

The school engages well with parents and carers. Parents appreciate the regular information they receive about their children's achievement and well-being. The weekly 'focus child' in early years means that information is shared between home and school to create a holistic picture of each child and shape their next steps.

The identification procedures for pupils who may have special educational needs and/or disabilities (SEND) are robust. Parents are consulted quickly and feel fully involved in the creation of their children's individual learning plans. Pupils with SEND work alongside their peers and achieve well.

The provision for pupils' personal development is a strength. Pupils show compassion and empathy for others. They drive numerous initiatives to fundraise and give help to those who need it.

Pupils understand the terms discrimination and prejudice and their negative impact. They recognise how this can affect people in terms of their race, gender or disability. Older pupils talk knowledgeably about Nelson Mandela and his lifelong work to address apartheid.

Many pupils enjoy opportunities for leadership, including as house captains and as part of the school and eco-council. They recognise the skills they develop in carrying out their responsibilities and how these prepare them for later life.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are a few occasions when teaching staff do not have the necessary expertise to confidently deliver the school's intended curriculum. This means that sometimes pupils' misconceptions are not addressed. The school should ensure that all staff are confident and effective at being able to move pupils' learning along, building their knowledge and skills.