Diseworth Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud members of their caring and inclusive school.

Throughout their time at Diseworth Primary, pupils are taught in classes of mixed age and ability, where they are encouraged to work together as well as independently. As a result, they form close friendships and play harmoniously together in mixed ages during social times. Pupils are happy and kind to each other.

This school has high expectations for and of its pupils. Pupils behave well in lessons and around school. Pupils forge strong relationships with teachers.

Pupils with special educational needs and/or disabilities (SEND) greatly value the care they receive. Most know when they need some q...uiet time out of class to manage negative emotions. In such circumstances, they are exceptionally well supported by the staff.

Pupils are confident to talk to an adult if they have any worries and know that adults will act on any concerns they have. As a result, pupils feel safe.

Parents and carers are overwhelmingly positive about the school.

One comment, typical of many was: 'The staff at Diseworth always put the children's well-being and learning first and go above and beyond. It is a lovely, welcoming and inclusive school with dedicated staff.'

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

The school has a clear vision for what all pupils can achieve.

An ambitious and broad curriculum has been recently developed and is designed well. It is carefully considered, with clear guidance that supports teachers to help build pupils' knowledge over time. Pupils benefit form specialist sports and music teachers.

This new curriculum is embedding in the school and is typically well-taught. Occasionally, some staff do not draw well enough on their checks of pupils' learning to adapt and teach the curriculum as well as they could. As a result, gaps in knowledge that pupils may have are not closing as quickly as the school would like, and a few pupils' knowledge is not as deep as it could be.

The school has effective systems in place to identify the needs of pupils with SEND. Adults know these pupils well. Individual support plans are precise and routinely reviewed.

Consequently, pupils with SEND achieve well. The school benefits from a nurture room, the 'rainbow room', and specialist staff to support pupils social, emotional and mental health needs.

Pupils show positive attitudes to learning.

They take pride in their work and are eager to share their learning with adults. They are polite and respectful and listen to the views of others well. Pupils behave well in lessons and routines are well-established.

This means that pupils learn effectively.

Children learn to read quickly. They learn to match sounds to letters confidently.

Pupils read books matched to the sounds they know. Staff are well trained and regularly check pupils' progress through the school's phonics scheme. Pupils who are struggling to keep up receive additional help.

As a result, they swiftly progress to become fluent and confident readers. Staff and pupils share a love of reading.

The school's 'charter of experiences' builds pupils' character and provides a broad range of opportunities to nurture and develop their talents and interests.

For example, all pupils perform in a musical concert. Pupils eagerly participate in the 'morning mile' alongside parents and carers, and staff. Pupils enjoy trips, such as the school residential trip, and visits to the Monkey Forest and National Sealife Centre.

They enjoy taking part in after-school clubs, such as yoga and multi-sports. The school's vision of 'let your light shine' is the lived experience of pupils in this school. However, some aspects of the school's work to support pupils' personal development are not designed or implemented consistently well.

This means that some pupils do not gain all of the knowledge that they need in readiness for life in modern Britain.

Governors have a clear understanding of their responsibilities and the school's priorities. They use this understanding well to support and hold the school to account.

Staff are happy and proud to work at this school. They feel well supported with 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)

• Where the school has introduced new curriculums, there are some inconsistencies in how effectively staff adapt and teach these subjects. This means the gaps in knowledge that pupils have are not closing as quickly as the school would like, and some pupils' knowledge is not as deep as it could be. The school should ensure that staff have the ongoing training and guidance they need to understand how to adapt and teach the curriculum well, so that pupils' gaps in knowledge close and pupils develop a deep knowledge of the curriculum.

• Some aspects of the school's work to support pupils' personal development are not designed or implemented consistently well. This means that some pupils do not gain all of the knowledge that they need in readiness for life in modern Britain. The school should ensure that the programmes to support pupils' personal development are coherently designed and implemented, so that pupils are better prepared for their future lives.