Crosshall Infant School Academy Trust

Highlights from Latest Inspection

What is it like to attend this school?

At Crosshall Infant School Academy, all pupils are exposed to a rich set of experiences that go beyond the expected. Pupils work with adults who have the skills to make learning interesting and demanding. They value the different subjects taught and the knowledge they gain.

In art, for example, this is illustrated well by the impressive artworks they produce during their time in school.

A shared vision for reading inspires pupils to learn to love books. Pupils benefit from access to a range of high-quality texts, including daily exposure to poetry.

Pupils also talk about how books help them to learn about important social rules and to be accepting of others. ...This includes reading books that have key characters who live in other countries and have different cultures.

Pupils in the school are polite and welcoming.

They understand how the 'Golden Rules' are the common values that make their community happy and safe. Pupils know the types of behaviour that are unkind or may be bullying. However, they do not think these are typical of the behaviour in school.

Pupils are united in their agreement that staff are ready to help and sort out any poor conduct.

The Crosshall Nursery Wraparound Care and its year-round provision is valued by pupils and their parents.

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

Leaders have created and shared a powerful vision for the early education of its pupils.

This means staff consider how every moment in school can be used to enhance and extend pupils' experiences. This starts from the minute children join Nursery.

The curriculum is designed with high expectations of pupils, including for pupils with special educational needs and/or disabilities (SEND).

Leaders' plans set out a wide range of knowledge and skills that pupils will gain by the end of Year 2. Teachers draw on a secure body of subject knowledge. They use this well to help pupils to succeed with the tasks they complete.

Regular checks on learning identify what pupils can do and what they need to do to improve further. Where there are gaps in knowledge, teachers adapt lessons and provide additional support to help pupils to keep up. For pupils with SEND, support plans make effective use of expert professional advice where needed.

As a result, all pupils are prepared well for their transition to junior school.

The early years settings, including the nursery, provide exceptional learning and play opportunities. All activities are explicitly planned to challenge and motivate the children.

Skilled adults work alongside them, interacting to maximise the learning taking place. Adults model precise use of language. This supports children to develop strong communication skills.

Children are inspired. They use their deepening understanding very effectively in their learning, independent play and exploration.

Leaders have set out the important phonics knowledge that pupils need to help them to read.

Pupils practise the sounds they learn through reading and writing activities. In Reception, children are provided consistently with books that match the sounds they are learning. This builds their confidence with their early reading of words and sentences.

However, in key stage 1, there are a small number of pupils who do not always access books that are matched well to their learning needs. This hinders the development of their reading fluency. Leaders recognise this variability and are addressing it.

This includes ongoing investment in good-quality books, which can be matched appropriately to pupils' various stages in learning to read.

Pupils' respect for adults in school leads to calm and purposeful classrooms. Any incidents of low-level disruption are managed well by teachers.

The behaviour of the youngest children is exemplary when they meet in the hall for their social-lunch session. Pupils learn to care about each other.

Access to extra-curricular opportunities is part of the planned programme of education.

This means that all pupils benefit from meaningful activities, which skilled staff or visitors lead. These include cooking, learning musical instruments and accessing the 'magic garden'. Enhancing pupils' social skills is a priority for staff.

Starting in nursery, children begin to learn the important language they need to describe how they feel. They know the impact emotions can have on their bodies and minds.

Governors focus well on supporting and challenging leaders to improve the provision.

They understand their responsibilities, accessing relevant training to extend the expertise needed for their roles. They have a clear oversight of ongoing developments in the school.

Staff work together very effectively.

They appreciate the support and professional development provided for them. Parents value the contribution of the dedicated and nurturing staff team.

Safeguarding

The arrangements for safeguarding are effective.

Leaders promote high expectations for standards of safeguarding. A team of designated leaders work together to ensure that no pupil is at risk of harm. When concerns are raised leaders respond quickly.

All staff have been trained to fulfil their shared role to keep pupils safe.

Pupils learn how to keep safe, now and in the future. Age-appropriate strategies are taught to help them to stay safe online.

Pupils identify trusted adults on their 'safety circles' sheets. They are encouraged to speak out and tell an adult if they have a worry or concern.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of pupils in key stage 1 are not routinely given books that help them to build reading fluency effectively.

This means they spend too much time breaking down individual words, which limits their flow and confidence when reading books. While leaders have identified this variability and are addressing it, they should complete this work quickly. Improvement actions must ensure that all pupils read books that support accurate and fluent word reading, using the knowledge of phonics sounds they are secure with.

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