Crowland Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy and welcoming school. Pupils enjoy coming to school each day and attend regularly. Pupils know the school's values of co-operation, achievement, respect and enthusiasm (CARE).

They strive to live up to these at all times.

The school is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). It makes sure that all pupilsare fully included in the life of the school.

Pupils behave well in lessons and around the school. They are committed to their learning. Pupils are respectful, polite, and behave responsibly.

Pupils know that bullying, when it occurs, is never tolerated and is swiftly dealt w...ith. They feel well cared for and know who to talk to if they have any worries or concerns, no matter how small. Pupils are kept safe here.

Teachers encourage pupils to take on wider responsibilities. Pupils are keen to get involved in the many opportunities available such as becoming history, digital and eco-ambassadors. This helps them to learn about being responsible citizens and enables them to contribute to the life of their school.

Pupils see themselves as global citizens, but also very much part of their local community.

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

Pupils learn an ambitious curriculum that matches the breadth of what is expected nationally. The rich curriculum begins in early years, where provision is exceptional.

There is a strong focus on developing communication and language. Children learn to listen attentively, follow routines and respond appropriately to questions and instructions. In mathematics, children in early years practise sorting and matching shapes and counting forward and back in different steps.

This helps them when they begin to learn their multiplication tables in later years.

The school have decided the important knowledge they want pupils to know and remember as they move up through the school. Sometimes, the essential vocabulary that pupils should learn is not made explicitly clear.

On occasion, teaching does not ensure that important prior knowledge and key vocabulary is understood securely. As a result, in a few subjects, pupils do not recall and connect important prior learning to their current learning. This leads to gaps in some pupils' knowledge.

Reading is a priority from the moment children join the early years. Books are well matched to the sounds pupils are learning. This means that pupils become familiar and confident with phonics early in their school life.

They achieve well in the Year 1 phonics screening check. Most become confident readers before they enter key stage 2. Staff track how well pupils read and give additional help to those who fall behind.

However, by the end of key stage 2, published outcomes indicate that many pupils are not as secure in reading as they should be.

Pupils with SEND are fully involved in lessons, as well as the broader life of the school. The needs of pupils with SEND are identified accurately.

Staff make adaptations to learning in class to ensure that pupils progress successfully through the curriculum. Pupils with SEND achieve well.

The school has robust systems for ensuring that pupils attend school regularly and on time.

They work together with families and other agencies to ensure that pupils' well-being and welfare are carefully monitored and attendance is rising every year.

The school has high expectations for pupils' behaviour. Staff establish effective routines from the start of the early years, where behaviour is exemplary.

Most pupils behave well and show consideration for each other, and courtesy to adults. At breaktimes and lunchtimes, pupils play happily together.

Pupils' personal development is a key feature of this school and is excellent.

The school provides a thoughtful, well-planned personal development programme that is rooted in the values of the school. Pupils are respectful of differences in people's views, beliefs, backgrounds and ways of life. They are taught the importance of tolerance and democracy, and how to stay safe, including online.

Staff encourage pupils to take care of their personal safety and well-being. Representatives of the fire brigade recently spoke about fire safety and police spoke to older pupils about the dangers of gangs and knife crime. The school provides a wide range of extra-curricular clubs.

These include skateboarding, yoga, cooking, ballet and choir. The school ensures all pupils have equal access to these opportunities.

Staff report that the school cares about their workload and are supportive.

Governors are aware of the challenges the school has faced in recent years and are committed to supporting the school. They are effective in ensuring that it continues to thrive in the local community.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few subjects are still in the early stages of implementation and some pupils struggle to understand and recall the vocabulary being used. The school have not identified some of the gaps in prior learning and essential key vocabulary that pupils need to learn. The school should develop subject-specific training and guidance to help staff develop their expertise to enable them to implement the planned curriculum effectively.