Cumberworth Church of England Voluntary Aided First School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are starting to benefit from the changes that have been made to some parts of the curriculum.

Although the curriculum is improving, pupils do not learn as well in some subjects as they do in others.

Staff build positive relationships with pupils. Children and pupils are nurtured and cared for.

The school has high expectations of pupils' behaviour. Pastoral support is a strength of the school. Pupils demonstrate respect to one another and to adults.

One pupil captured the views of many in saying, 'We are all unique and should always treat everyone the way you would like to be treated.' This supportive atmosphere helps pupils to feel safe. The s...chool's ethos of putting the child and family at the heart of everything it does is central to the life of the school.

Pupils are happy at Cumberworth Church of England School. There are a range of after-school clubs available, including many sporting clubs. The school has created close links with local schools to give pupils access to a wide range of sporting opportunities and competitions.

Pupils say that they can go to any club and feel involved in the life of the school. The newly introduced school parliament gives pupils a voice to develop the school further. Pupils play together nicely at breaktimes and lunchtimes.

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

The school is on a journey of improvement. Leaders have focused on improving reading and the wider curriculum. There are signs of improvement but there is still further work to do.

Reading is a priority as soon as the children start in Reception. The development of early reading has been an important priority this year. Pupils practise reading books that match the sounds they know.

The school gives effective support for those who need additional help so that pupils catch up quickly. This helps pupils to read with increasing fluency. A love of reading is being promoted across the school.

For example, the school celebrates World Book Day by enabling pupils to take part in a range of activities. These including a reading café for parents to read with their children and opportunities to learn more about authors.

The school is giving children a good start in Reception through the improvements that have been made.

Staff help pupils to listen and pay close attention to what is said. Children are encouraged to offer their own opinions and express their own ideas. They learn in an environment that inspires their curiosity and builds their understanding of the world around them.

Adults know the children well and support them when needed. The curriculum in the early years supports children in developing their communication and independence. They work and play cooperatively.

For example, one child sensitively showed another child how to make a transformer robot and encouraged them by saying, 'Come on, you can do it like this.'

The school has rightly identified that the wider curriculum is not as strong as it should be. In some subjects, the content of the curriculum is not as coherently sequenced as it is in others.

Where this is the case, the school has not identified the most important knowledge and skills that pupils need to know. This makes it difficult to prioritise the important information that pupils need to learn in lessons. In addition, in some foundation subjects the school does not use assessment well enough to identify gaps in pupils' knowledge.

As a result, pupils do not learn or retain their knowledge sufficiently well in some foundation subjects over time.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) accurately. Information about their needs is communicated effectively with staff.

Staff use this information to make appropriate adaptations to activities and tasks. For example, some pupils benefit from 'movement club', where they can develop their fine and gross motor skills. The school fosters a nurturing approach towards pupils.

The school has introduced initiatives to develop pupils' ability to identify and manage their feelings and emotions. This is having a positive impact on pupils. Pupils with SEND are fully involved in the life of the school.

Lessons are calm. The school has high expectations of pupils' behaviour and attendance. Pupils attend well.

Clear routines are established across the school. Pupils are aware of the school rules. Leaders, staff and pupils create a positive, respectful and caring environment.

If issues arise, pupils say that staff help them to resolve them. Pupils know they can talk to a trusted adult.

The significant changes to the core curriculum have affected staff workload but this has been managed well.

Leaders know there is still more work to do, including supporting leaders at all levels to lead, adapt and further improve the curriculum offer for all pupils. The school is working to ensure that leaders at all levels contribute to school improvement. Governors know the school's priorities for improvement well.

They offer the support and challenge needed to help the school to improve further. Staff say they appreciate this support.

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 foundation subjects, the school has not identified and sequenced the important knowledge that pupils need to understand. This means pupils do not learn the important knowledge needed over time in these subjects. The school should further strengthen the curriculum so that pupils learn equally well across all foundation subjects.

• In some subjects, the school does not check pupils' understanding well enough. This means that gaps in learning and misconceptions are not consistently identified and addressed. The school should work with staff to better check pupils' understanding.

In some foundation subjects, the school does not have a secure understanding of how well the intended curriculum is being implemented. Where this is the case, it makes it more difficult to check the impact of the curriculum and identify potential areas for improvement. The school should work with staff to enhance subject and pedagogical knowledge to improve the oversight and implementation of the curriculum in foundation subjects.