Downham Feoffees Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils learn in an environment that supports them to have aspiration for their futures. Pupils enjoy the interesting learning in lessons. They are excited to share what they know.

Pupils value the wide range of clubs and activities, such as sports and creative clubs. These help them become confident learners.

Pupils are exposed to many high-quality texts through their learning.

They use these to practise and develop their wider reading skills. Pupils understand the importance of reading. They like to read the high-quality texts provided for them.

Pupils play happily at playtimes. They have fun using the wide range of outdoor play equipment, including... sensory and music resources. Older pupils in the school benefit from having the chance to take on a 'buddy' role to support younger pupils.

Pupils feel listened to, safe and cared for. They are kind to each other. They are aware of different types of bullying that could happen, although this is not something they say happens often.

They are confident that adults in school will sort out problems quickly if they arise.

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

Leaders have designed an ambitious curriculum. Pupils gain a secure knowledge of many subjects.

Teachers encourage pupils to make connections between the different parts of the curriculum. This helps pupils to draw quickly and naturally on what they have learned.

From the moment pupils start school, they follow a curriculum that sets out the important things they should know at each stage.

Staff make sure pupils revisit and recap information that they have studied before, so this knowledge sticks. Teachers use assessment well to spot when pupils need more practice.

Teachers generally teach the content of the curriculum well.

They have sufficient subject knowledge and confidence to deliver and adapt planning so that pupils learn effectively. However, this is not consistently the case in some areas. Leaders' actions to improve the quality of teaching in these few subjects are improving the quality of pupils' learning.

Leaders are quick to identify and support the needs of individual pupils, including those pupils with special educational needs and/or disabilities (SEND). Leaders seek advice and support from external professionals. They make sure that pupils with SEND receive appropriate support.

Pupils with SEND access the curriculum alongside their classmates and progress in their learning. Adults model speaking and listening skills well, and this helps all pupils develop their ability to communicate.

Phonics is taught well.

Pupils read books that interest them and allow them to practise sounds they know. Most pupils are quick to pick up early reading skills.Some pupils need extra help to learn to read.

Adults offer timely support to these pupils. However, some adults are still getting to grips with how best to help pupils with their reading. Training and additional support are already in place to address this.

Pupils' orderly behaviour in class creates an environment where they can think, listen to others and share their personal views. Staff emphasise the established routines that support pupils to behave well. Incidents of disruption are not common.

Where they do happen, teachers respond quickly to ensure learning is not disturbed. In the early years, children develop positive attitudes to learning. This is evident through their focus and absorption in the activities they complete.

Leaders emphasise the importance of democracy, diversity and equality. Pupils' developing understanding of these values is plain to see in their work on the school council. Pupils know they can influence change through having a voice in joint decisions.

Their views have contributed to the choice of lunchtime clubs on offer. Many pupils complete an award scheme, devised by the trust and the academy. This recognises their wider achievements both in school and at home.

The trust, academy council and school leaders have formed an effective partnership. Together they have made the right decisions to bring about the many improvements evident throughout the school. Leaders have considered the well-being of the staff, and take on board feedback before making decisions that impact their workload.

Staff appreciate this and are proud to work in their school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are maintaining a strong safeguarding culture.

The trust and academy council monitor this effectively. All staff understand that keeping pupils safe is a shared responsibility.

Regular training ensures that staff have clarity about the procedures to follow when sharing concerns.

When a concern is raised, leaders act swiftly, involving external agencies as required. As a result, the right support is provided for the most vulnerable pupils.

The curriculum supports pupils to gain knowledge about keeping themselves safe.

For example, pupils know how to keep themselves safe when playing games online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers are not confident to deliver aspects of the curriculum effectively. As a result, on occasion, pupils are not supported to learn new knowledge in the most efficient way.

Leaders must continue with their work to ensure that there is consistency in the standard with which the curriculum is taught and so make sure that pupils do not develop gaps in what they know and remember. ? Some staff supporting pupils to practise reading have less expertise to know how to help them most effectively. Leaders should continue with the training and support being provided and make sure that all staff are equipped and confident to provide pupils with the best possible support, especially those pupils with the biggest gaps in their reading knowledge.

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