Crofton Anne Dale Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Crofton Anne Dale is a kind and caring school. The refurbished early years setting provides purposeful outdoor learning and play. Older children enjoy the stimulating natural play areas, and like ascending the nautically themed climbing frame.

Promoting positive mental health is very important here. Pupils 'check in' when they arrive at school, letting their class teacher know how they feel. If they need help, pupils can leave their name on the 'listening tree' and an adult will find them and talk to them.

Staff help pupils behave politely and respectfully. Pupils know they can trust staff to resolve problems quickly. Bullying is very rare.

Pupils told inspec...tors that their teachers are quick to deal with it if it does happen. As a result, pupils say they feel safe here.

There are many opportunities for pupils to learn extra skills and take on positions of responsibility.

Some join 'Little Troopers' club and some join the student council. All pupils enjoy trips and visits to inspire their work in lessons. For example, they recently went on a history trip to the hovercraft museum.

Leaders make sure the school motto of 'striving for the best in everyone' is at the heart of their plans.

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

Skilled staff teach phonics well because of the expert training organised by the school. Staff follow the updated programme, and this allows children in Reception to learn to read words quickly.

Children enjoy the activities that help them learn to read confidently and fluently.

Reading is prioritised throughout the school. Pupils who have fallen behind, including pupils with special educational needs and/or disabilities (SEND), are well supported.

Pupils at an early stage of reading read books which match the sounds they know. Teachers read to pupils every day, and this helps develop a love of reading.

Teachers develop mathematical skills carefully and are working hard to fill the gaps in knowledge caused by the pandemic.

Children in Reception learn to count quickly and appear to enjoy learning techniques to easily recognise big numbers. Teachers are always looking for ways to support fluency and confidence in mathematical reasoning. However, sometimes teachers are not clear how to use practical examples to support pupils' learning as effectively as they could.

Leaders are working hard to make sure other subjects are organised and taught as well as reading. Careful curriculum design helps pupils learn important knowledge and skills. Pupils enjoy taking an active part in lessons, especially when inspired by the 'big questions' of their topic work.

Occasionally, teachers do not adapt or explain tasks in the lessons well enough for the different abilities of pupils in their class.Consequently, pupils lose focus in lessons and do not learn or remember as much as they could.

Leaders and staff are determined to ensure pupils with SEND achieve as well as other pupils.

Carefully designed activities support and stretch all pupils. Everyone is valued here, and no one is left out. Pupils play nicely together.

They celebrate differences and respect each other as unique individuals.

All pupils have the opportunity to learn a musical instrument at the school. Sports and the arts play a prominent part in school life.

Clubs and activities have begun to restart after the pandemic and pupils have thrown themselves into them. Pupils learn from their mistakes; they understand how to take risks and develop resilience.

Governors work with leaders to ensure that improvements to the school environment and the curriculum have continued in spite of the pandemic.

Staff have worked tirelessly to care for and support the school community during the pandemic. This has resulted in closer and stronger relationships between school and home. Parents really value this.

One parent, typical of many, said to inspectors, 'I cannot fault this school. The staff are amazing, the setting is amazing.'

Safeguarding

The arrangements for safeguarding are effective.

Staff build strong relationships with pupils and their families. Parents really value the support given to them by the school, especially during the pandemic.

Leaders, including governors, are meticulous in how they oversee safeguarding.

Staff react to safeguarding concerns appropriately and in a timely manner because they are well trained. There are clear systems in place to record and share concerns staff have about pupils.

Staff exchange information in a timely manner.

The safeguarding team meets regularly and responds effectively to emerging issues. The school teaches a comprehensive personal, social and health education curriculum. Through this, pupils learn how to look after themselves and keep themselves healthy and safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers' subject knowledge is less well developed in the foundation subjects. This means that teachers do not consistently respond and adapt their teaching to the needs of the pupils in lessons to enable pupils to achieve well. Leaders should continue to develop teachers' subject knowledge in all subjects, so pupils are able to achieve well across the curriculum.

In lessons, staff do not have consistently high expectations for pupils' behaviour and conduct. Low-level disruption prevents some pupils from achieving as well as they could. Leaders must ensure that all staff consistently apply the school's high expectations in lessons to ensure that learning is not disrupted.

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