Eckington CofE First School

Highlights from Latest Inspection

Outcome

Eckington CofE First School continues to be a good school.

What is it like to attend this school?

This is a small but happy school. Governors, parents and pupils describe it as having a 'family feel.'

Pupils say learning is fun. They like and trust their teachers. They know that staff will help them if they have any worries.

Leaders work hard to involve parents in their child's education and in school life. Parents appreciate this. Many commented on the extensive enrichment opportunities the school offers.

High expectations stem from the headteacher. They are shared by every staff member. Pupils rise to these expectations in terms of behaviour and achievement..../>
They are polite and very respectful. They demonstrate exemplary attitudes to learning. Everyone contributes to lessons and there are no disruptions.

Staff have an in-depth knowledge and understanding of every pupil. They make sure that pupils' safety and well-being are their top priority. For example, leaders deal promptly with any minor disagreements or reports of bullying.

As a result, pupils feel safe and secure at school.

Staff provide a rich variety of opportunities to develop pupils' character and interests. Innovative clubs include bellringing and 'quidditch'.

Other activities range from bell-boating to visiting different places of worship. Many take on additional responsibilities, such as learning ambassadors or house captains.

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

Leaders have thought carefully about how to ensure that the curriculum meets the needs of pupils.

They have developed an ambitious curriculum for pupils from the early years to Year 5. Leaders have identified the precise knowledge, skills and important vocabulary that pupils must learn in all subjects. Children in the early years get off to a strong start, particularly in reading and mathematics.

Staff ensure that they have the foundation blocks necessary to build their future learning. Pupils in all key stages achieve well, including those with special educational needs and/or disabilities (SEND).Teachers have good subject knowledge and present the curriculum content clearly to all pupils.

They regularly check pupils' understanding and achievement during lessons. They provide helpful feedback and address misconceptions where needed. However, leaders' systems to check what pupils remember in foundation subjects are less well developed.

This means that staff are unsure how well pupils have deepened their knowledge of the content and concepts identified.

There are effective systems in place to identify pupils with SEND. Leaders work in close partnership with parents and specialists to meet the needs of individuals.

Pupils follow the same curriculum as their classmates. Teachers work with these pupils before the lesson to give them a head start. They adapt tasks and resources to ensure that pupils can access the work and achieve as well as they should.

Pupils with SEND are fully included in lessons and school life.

Leaders have rightly prioritised reading. They are determined that all pupils should learn to read and enjoy books.

They closely monitor the quality and consistency of how well reading is taught. The curriculum is supported by high-quality texts and books of different genres. Staff have been well trained to teach phonics.

Children in the early years quickly learn the early letters and sounds they need to read simple words and sentences. Extra support is provided for those who struggle so that they do not fall behind. As a result, most pupils become confident and fluent readers.

Staff rarely use sanctions because pupils behave so well. This is because pupils are clear about the routines and expectations in place, including in the early years. Behaviour around school is calm and orderly.

Pupils make good use of the well-equipped playground at breaktimes. All age groups play happily together, and pupils are well supervised.

The promotion of pupils' personal development is another of the school's strengths.

Pupils have a strong understanding of what diversity and equality mean. They also have a good appreciation of religions and faiths that are different to their own. Pupils are equally well supported to look after their mental and physical health.

They know what constitutes a healthy relationship, and the importance of a good diet and regular exercise.

Staff are happy and proud to work at the school. They value leaders' and governors strong support for their well-being.

They also appreciate the regular training and development they receive. Leaders have taken steps to ensure that staff workload is reasonable. All staff are committed to caring for pupils and providing the best education they can.

Morale is extremely high.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding sits at the top of leaders' agenda.

They have established a strong culture of safeguarding. They ensure that staff receive regular training which equips them to recognise and report signs that a pupil may be at risk of harm. Staff record all incidents.

Records are regularly reviewed by leaders to detect changes in pupils' behaviour. Leaders respond promptly and seek any external agency support needed.

Pupils are taught about online safety and how to stay safe in the community.

This includes water, rail and road safety. Pupils are confident to report any concerns to a trusted adult in school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Systems to assess pupils' learning are not fully developed in all foundation subjects.

This means that teachers do not consistently have a secure enough understanding of whether pupils have learned all the essential subject knowledge and skills set out in the school's curriculum. Leaders should further develop their systems to check how well pupils learn and retain crucial information in all subjects.

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 a section 8 inspection. However, if we find some 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 May 2012.