Eagle Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very proud of the school. They feel safe and are happy at the school. They are welcoming, polite and respectful.

They look out for each other and care for one another. The school has a strong sense of community. Pupils consistently meet high expectations of behaviour.

Pupils behave very well.

The school has recently reviewed its vision and values. Staff and pupils aspire to live the values of 'perseverance, respect, integrity, diligence and empathy'.

The school is currently resetting higher expectations of pupils' learning, including for children in early years. Leaders are improving the school and the school is beginning to fulfil its mot...to, 'small school, high flyers'.

Pupils value the range of clubs, for example, they like the choir, sporting teams, craft and comedy clubs.

Pupils relish the leadership opportunities available to them. They form memorable experiences of their time at school.

Parents and carers are positive about recent improvements.

One parent, typical of many, stated, 'Parents feel listened to and engage much more with the school. I know more about my children's progression in the classroom. There are visible improvements to the teaching, the grounds, the equipment and the opportunities presented to the children.'



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

The school has recently undergone much change in leadership. Leaders, including governors, have an accurate understanding of the school's strengths and priorities for development. Their self-evaluation and development planning prioritises the right actions to improve the school's provision.

Staff are beginning to benefit from training opportunities to improve their practice.

The school is focused on raising the expectations that staff have of pupils' learning. The curriculum enables pupils to achieve well.

However, leaders are aspirational for all pupils, including those with special educational needs and/or disabilities (SEND), to achieve even better outcomes in all subjects. The school is developing ambitious curriculums in reading, mathematics and science. These subject curriculums are more ambitious than was previously the case.

However, teachers do not always deliver these curriculums consistently well. This means pupils do not always learn as well as they could.

The school's wider curriculum gives pupils opportunities to learn across a range of subjects.

However, these subject curriculums are not sufficiently ambitious. The school has not clearly identified the precise knowledge and skills that pupils will learn over time. Teaching is largely focused on resources and activities, as opposed to ensuring that pupils are appropriately challenged to build on, and deepen their learning.

Approaches to check pupils' learning are not consistently effective in a range of subjects.Leaders have prioritised reading. Staff have been trained to understand the school's new phonics scheme.

Pupils are assessed regularly. They are taught in groups that match their reading abilities. Resources are matched well to the phonics pupils are learning.

Additional phonics sessions are provided for pupils who need to catch up with their peers. However, in order, for pupils to get a good start in their reading, phonics needs to be taught more consistently. Pupils enjoy being read to during story time.

The school has a secure understanding of the needs of pupils with SEND. Leaders identify these pupils' needs effectively and work well with external specialists, when needed. These pupils are well-cared for.

The school has recently invested much in the early years provision. This serves to enhance an environment that supports children's development and learning. Staff are very caring.

There is a focus on activity rather than learning. Children play enthusiastically. However, children are not fully supported to build their learning and skills as well as they could.

The school is beginning to think carefully about the key learning that children will gain through their exploration and play. This includes, for example, focusing on how children will gain from adult interactions to support early communication and language skills.

Opportunities for pupils' personal development are good.

The school has a coherent and well thought through personal, social, health and economic (PSHE) education curriculum. Staff enable pupils to learn about age-appropriate relationships and sex education, healthy living and how to be safe. There is a strong focus on valuing pupils' social devolvement.

Pupils learn the importance of equality, diversity and respect. They deepen their understanding of right and wrong. They are actively involved in the community and are prepared well for life in modern Britain.

Pupils enjoy a range of trips, including residentials that enrich their learning.

The school is mindful of staff workload and well-being. Staff morale is positive.

Staff are proud to be part of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has rightly focused on raising the aspiration and the ambition of core subject curriculums.

However, these core subject curriculums are not consistently implemented well. As a result, pupils do not learn as well as they could. The school must continue to improve teaching, thus enabling all pupils to know and remember more in their English, mathematics and science learning.

The school's foundation subject curriculums are not sufficiently ambitious. As a result, pupils do not build key subject knowledge, understanding and skills well enough during their time at school. The school must develop and implement ambitious foundation subject curriculums that are progressive and are well-sequenced, thus enabling all pupils to deepen their learning in all subjects.

• The early years provision is focused on engagement and activity rather than being focused on purposeful activity that leads to specific learning over time. As a result, children are not fully supported to build their learning and skills as well as they could. The school must ensure that the early years' curriculum, and its effective implementation, enables children to get off to a great start to their schooling and are very well prepared for key stage 1.