East Allington Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff are proud to be part of East Allington School. Pupils' attitudes to learning and to one another, reflect the school's values of being active, bold and caring. Pupils know that these values will help them as they grow up.

Staff and pupils are proud to belong to a 'rights respecting school'. Their work supports pupils to understand the importance of social justice, fairness and children's rights.

Pupils have a strong sense of belonging to the school.

There are positive relationships between staff and pupils. As a result, pupils feel safe and cared for. Staff have high expectations for pupils to be the best they can be.

Leaders build cl...ose relationships with families. They work well together to meet the needs of pupils.

The school is calm and purposeful.

Pupils behave well. If pupils have a concern, they know they can talk to any adult or seek help from a 'peer mediator'. Pupils agree that bullying does not happen at East Allington.

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

Leaders are ambitious for all pupils. Leaders work closely with the multi-academy trust to develop the school's curriculum. Leaders set out the knowledge and skills pupils must know in each subject.

This enables pupils to know and remember more across the curriculum.

Children get a strong and secure start in early years. The curriculum is well sequenced.

For example, children begin their learning of science with 'wellie walks' and 'leaf detectives' that connects well to their learning about plants in Year 1. The curriculum is well structured from early years onwards. In mathematics, pupils build on their prior knowledge well.

They recall number facts with increasing fluency. This helps them to be confident with problem-solving and reasoning tasks.

Many subject leaders have expert subject knowledge.

Where this is the case, they skilfully evaluate the impact of their subject curriculum. For example, in mathematics teaching regularly checks pupils' understanding and any misconceptions are addressed quickly. Pupils have a positive attitude to mathematics.

However, some subject leaders do not evaluate their subject well enough. As a result, they are not clear how well the curriculum helps pupils to remember what leaders intend.

Leaders have prioritised reading across the school.

Children in the early years learn the sound each letter makes. Pupils use their phonetic knowledge to read with increased fluency and expression. Staff monitor the progress of pupils' reading across the whole school.

Reading lessons are well planned and sequenced. Staff receive regular training in the teaching of reading. However, on occasion this is not used by some staff to deliver phonics with precision.

Staff have a secure understanding of individual pupils' needs. This means the curriculum is adapted well for pupils with special educational needs and/or disabilities. Leaders work closely with teachers and parents to identify barriers to learning.

Support is well matched to these pupils and enables them to learn confidently and independently.

There are a wide range of opportunities for pupil's personal development. As eco-warriors, pupils tend to the vegetables growing in the polytunnel.

Peer-mediators support pupils with friendships. The pupil steering group communicates pupils' views to the leadership of the school. Pupils fundraise to support their link school in Malawi.

Pupils learn to be respectful of differences and are passionate that all children have a right to an education. In early years, children manage their feelings and behaviour well. They play purposefully together.

The trust provides effective support for leaders. The highly experienced local governing body fulfil their statutory duties well. They have an in-depth knowledge of safeguarding.

Teachers enjoy working at the school and feel supported by leaders.

Safeguarding

The arrangements for safeguarding are effective.

Leaders promote a strong safeguarding culture.

Record-keeping is accurate and up to date. Staff know what to do if they are concerned about a child. All staff receive regular safeguarding training that helps them to keep pupils safe.

Leaders ensure that vulnerable pupils and families are well supported.

Pupils learn how to stay safe, including when online. They know not to share any personal information and to report anything suspicious to adults.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some areas of the curriculum, subject leaders are developing their leadership roles. They do not fully evaluate the delivery of the curriculum, and the impact this is having on pupils. Leaders need to ensure that subject leaders refine their skills, so that they help teachers to develop their subject knowledge, and check how well the curriculum is implemented.