Curry Rivel Church of England VC Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Curry Rivel Church of England Primary School.

They enjoy coming to school and attend well. There are strong relationships between pupils and staff. As a result, pupils say that everyone feels safe and that staff care for them.

The school's values underpin their sense of belonging.

Parents and carers are overwhelmingly positive. They value the welcoming environment that leaders provide.

Staff have high expectations and pupils know why these are important. Pupils are keen to learn. They are enthusiastic about the opportunities to develop their knowledge.

Pupils enjoy earning merits and receiving certificates for maki...ng good choices about their work or behaviour.

Pupils take pride in the responsibilities they hold. These include being play leaders and school councillors.

Through their leadership positions, pupils develop confidence and independence. Pupils are happy to speak to adults and express their opinions. They are inquisitive and curious to find out about the lives of others.

Pupils take part in a range of enrichment activities. These are carefully planned to support and build on areas of the curriculum. For example, pupils enjoy visiting a local farm to learn more about science and geography.

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

Leaders have reviewed and developed the curriculum so that it is relevant and ambitious in many subjects. In many areas, it focuses on the important content leaders want pupils to learn over time. Pupils revisit learning regularly and apply what they know.

However, in some subjects, the curriculum leaders have not yet identified the important knowledge and skills pupils need to progress in their learning. Consequently, pupils do not always learn the knowledge they need. In some subjects, where pupils have secured knowledge and are ready to learn more, the curriculum is not as ambitious as it could be.

As a result, pupils do not move on to more complex work when they are ready.

Pupils make a strong start in the nursery. Leaders have planned a curriculum that helps children to build knowledge securely over time.

Children enjoy their learning. They practise counting successfully and learn about sharing and taking turns. Staff help them to develop independence.

Children enjoy sharing books with staff. They join in with well-known rhymes or accompany stories with musical instruments. Children are well prepared for their next steps.

Once they start school, this sharp focus on reading continues. Children begin to learn to read within their first few weeks. They learn letters and their corresponding sounds successfully.

Teachers make sure pupils know how to pronounce each word accurately. Books are well matched to the letters and sounds pupils know. Those who need extra help with their reading get appropriate support.

As a result, pupils become fluent, confident readers. Older pupils talk enthusiastically about the texts they read. They understand how the school helps them improve their reading.

Pupils with special educational needs and/or disabilities (SEND) are well supported. Staff know pupils' precise needs. Leaders work in partnership with parents and external agencies to secure support.

Teachers consider the talents and interests of pupils with SEND and plan the curriculum to develop these. Consequently, pupils with SEND learn the curriculum with success.

Pupils are taught a well-considered curriculum to support their broader development.

Leaders ensure that pupils learn about a wide variety of cultures. Pupils have a mature understanding of equality and diversity. They talk confidently about British values such as democracy.

Pupils make links between the democratic process and voting for school councillors. They have a strong sense of justice because they understand that discrimination is wrong and that everyone should be treated equally. Pupils are tolerant towards others and accept differences.

This helps to prepare them for life in modern Britain.

Leaders have developed strong links with the local community. Pupils benefit from these.

For example, older pupils enjoyed sharing their views on the development of a local cycle track. They develop a strong sense of community and empowerment.

Leaders are considerate of staff workload.

Staff appreciate the professional development available. The governing body is knowledgeable about the school. Governors bring a range of experience to their roles.

Therefore, they challenge and support leaders effectively. Governors ensure that the values and ethos of the school are well understood by all.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, including governors, prioritise pupils' safety and well-being. Staff know pupils and families well. All staff receive regular up-to-date training.

They are vigilant and know how to report a concern. Leaders follow up on any concerns quickly and robustly. They work closely with external agencies, where appropriate, to support pupils and families.

The school keeps detailed records on the suitability of staff to work within the school. The curriculum provides opportunities for pupils to learn how to keep themselves healthy and how to stay safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some areas of the curriculum are not well structured.

Leaders have not yet identified the important content pupils need. Consequently, pupils do not always learn the range of knowledge they require. Leaders should ensure that the curriculum sets out with precision the essential subject content.

• In some subjects, where pupils have secured knowledge and are ready to learn more, the curriculum is not as ambitious as it could be. As a result, some pupils do not move on to more complex learning when they are ready. Leaders should ensure that the curriculum is ambitious in every subject so that all pupils learn well.

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