Duxford Church of England Community Primary School

Highlights from Latest Inspection

Outcome

Duxford Church of England Community Primary School continues to be a good school.

What is it like to attend this school?

Pupils are happy learning in this welcoming and friendly school. From the early years onwards, they understand the importance of kindness and respect.

Most pupils live up to the school's high expectations. When, occasionally, a few pupils find it harder to behave as well as they should, staff provide the support needed to ensure that behaviour improves. Bullying is rare and dealt with quickly if it happens.

Pupils know that they have a trusted adult who will help if they are worried.

Reading is important to pupils because it is thoughtfully thre...aded through all aspects of the curriculum. They enjoy reading together in lessons and speak excitedly about the stories that they share.

Children in the Reception class are eager to show their understanding of the letters and sounds that they know.

The range of clubs, for example girls' football and eco-clubs, are well attended. Pupils are eager to take on positions of responsibility, such as school councillors or house captains.

These young leaders make a real difference in improving the school's environment and in promoting charity events. The curriculum and the wider opportunities ensure that pupils are well prepared to move on to the next stage of their education.

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

The curriculum is designed appropriately to promote the school's values and its 'AIMS', supporting pupils to be attentive, imaginative, motivated and spiritual.

Most pupils live out these aims, as reflected in their enthusiasm, improving achievement and interest in learning. Regular reviews typically pinpoint any curriculum changes necessary to continue to ensure that pupils' needs are met. The way that writing and vocabulary are taught, for example, has been strengthened.

This is improving pupils' knowledge, skills and capacity to write at length.In a few subjects, the school's work to evaluate the effectiveness of the curriculum is new. Occasionally, the activities teachers set for pupils are not matched as closely as they should be to the intended learning.

Where this happens, pupils do not secure their understanding of important knowledge as well as they could.

Classrooms are lively and interesting places to learn. In the early years, children are encouraged to be curious and to explore new ideas through communication and purposeful play.

Teachers correct misconceptions and address gaps in learning. Regular checks include guidance to pupils about how to improve their work. Pupils with special educational needs and/or disabilities (SEND) are well supported.

Careful adaptations, for example, using smaller steps, help them to access the same learning as their peers, so they achieve well.

Ensuring that pupils read regularly and well is of the highest priority. Children in Reception practise their letters and sounds every day.

They are rightly proud of their developing reading skills. In lessons, older pupils read with enthusiasm and expression. The school's ambition to embed a love of reading is widely promoted and typically realised.

Younger pupils who have fallen behind with their reading are supported to catch up quickly. However, the school's approach to supporting older pupils who find reading tricky is not as well established. While the school has provided some training, there is more to do to ensure that staff have the secure subject knowledge that they need.

This inconsistency means that for some older pupils, the gaps in their phonics knowledge also limit the accuracy of their spelling and writing.

Pupils are proud of their school and keen to share their experiences. They learn how to keep safe in different situations, including when playing games online.

New pupils are warmly welcomed and so they settle in quickly. In the early years, children understand and respond well to clear routines. This is because adults use consistent language and model high expectations systematically.

Well-considered arrangements support pupils' highly positive personal development. Pupils are polite and responsive to visitors. They are tolerant and respectful of one another.

These important characteristics are regularly revisited in themed assemblies and personal, social and health education. Pupil leaders take their roles very seriously. They ensure that they represent the views of their peers in suggesting ideas to improve the school environment.

Recent changes include, for example, improvements to the playground and outdoor areas.

Staff value the support of the school community. They appreciate the attention that leaders and governors give to their professional development, as well as the importance placed on their well-being.

Governors have a wide range of expertise. They play their part in ensuring that the quality of education remains good and that safeguarding responsibilities are met.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Support for older pupils who find reading difficult is not as well developed as it is for younger pupils. The gaps in some older pupils' phonics knowledge result in inaccuracies in their spelling. This impacts negatively on their writing.

The school should ensure all staff have the knowledge and skills to support older pupils who need help with their reading and spelling. ? In a few subjects, the school is still evaluating curriculum changes to see what is working well and what needs to improve. In these subjects, there are occasions where teachers do not set work that is as carefully matched to the intended learning as it should be.

In these instances, pupils do not secure their understanding of important knowledge as well as they could. The school should ensure that subject leaders have the ongoing support needed to identify and implement further improvements accurately.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in January 2015.

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