Culworth Church of England Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Culworth Church of England Primary Academy has high expectations for every pupil.

Pupils are happy. They enjoy attending this school. Staff and pupils follow the core values of 'respect, believe, succeed'.

Pupils feel safe in school. They are ready to learn and love taking part in lessons. Pupils work hard and achieve well across the curriculum.

Pupils behave well. Lessons are calm, meaning pupils can concentrate on their learning. They develop positive relationships with each other.

This starts in the Reception Year when children learn to share and cooperate well. Older pupils work effectively with partners or in groups to help them learn.

...Pupils value the rewards they earn for trying their best.

They develop leadership skills as school councillors, reading ambassadors and playground leaders. Many pupils take part in activities that help to develop their interests. They talk positively about clubs for dance, gymnastics, basketball and learning the recorder.

Pupils benefit from a range of visits that include museum trips and residential visits.

Parents and carers are overwhelmingly positive about the work that the school does. One parent represented the views of many by saying, 'Staff are hardworking and caring.

They want the best for each and every child.'

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

Since the previous inspection, the school has improved the curriculum to ensure that it is broad and ambitious. It has carefully considered the important information that it wants pupils to learn over time.

For example, in art, younger pupils learn about warm and cold colours using paint and pencil. Older pupils apply their knowledge and skills confidently to create artwork in the style of Jan Tcega or George Cruikshank. The school has also made sure that staff have the knowledge and skills necessary to deliver the planned curriculum effectively.

Consequently, most pupils achieve well in all subjects.

The school has recently introduced a well-organised and structured phonics programme. Children develop their phonics knowledge as soon as they start in Reception.

Staff deliver the programme consistently well. They ensure that reading books match the sounds that pupils know. Pupils who fall behind receive targeted support to help them to catch up quickly.

As a result, pupils become fluent readers and develop a love of books.

The school is reviewing its approach to checking what pupils have learned. In most subjects, teachers often check that pupils can remember key learning and identify any misconceptions.

In early reading, English and mathematics, teachers identify gaps in pupils' learning accurately so that they know what pupils need to improve. However, teachers do not use this approach as rigorously in other subjects. This means that pupils' knowledge of these subjects is not secure.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) accurately. It seeks advice from external organisations to support these pupils' specific needs. Staff adapt learning to ensure that pupils with SEND access the same ambitious curriculum as their peers and achieve well.

Children in the early years have a positive start to their education. They enjoy learning through well-planned activities. There is a strong focus on promoting children's independence and developing their love of books and stories.

Children often visit their local community. For example, staff make use of nearby woodland and fields to help bring children's learning to life.

Pupils learn and behave well.

They listen attentively to staff and focus on their work during lessons. As a result, learning is rarely disrupted. The school has effective systems in place to ensure that pupils attend school often and on time.

Consequently, most pupils attend well.

The programme for personal development broadens pupils' horizons. It provides many opportunities for pupils to experience the world beyond Culworth.

Pupils learn about world religions. Well-considered book choices in English teach pupils about people from different cultures. However, pupils do not have an age-appropriate understanding of the fundamental British values and the impact of these on their lives.

Through the school's wider offer, pupils develop their character. Litter picking in the local community helps pupils become responsible and thoughtful citizens. Pupils know how to keep themselves safe and healthy, including learning the importance of good mental health and positive relationships.

The governing body is ambitious for all pupils, including those with SEND and those who are disadvantaged. It has a clear understanding of the school's strengths and its areas for improvement. This allows governors to hold leaders appropriately to account.

Staff are proud to work at the school. They appreciate the consideration that leaders give to their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has not established a consistent approach to identifying gaps in pupils' learning. As a result, teachers are sometimes not able to identify what pupils need to do to improve or design appropriate next steps. The school should ensure that teachers check pupils' learning in each subject closely and use this information to inform what comes next.

• Pupils do not have a secure understanding of the fundamental British values, particularly democracy. As a result, they are not prepared fully for life in modern Britain. The school should make sure that pupils gain a secure knowledge of the fundamental British values and the part that these values play in pupils' lives and in wider society.