Edenfield Church of England Primary School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might be outstanding if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils are happy to attend this thriving school, which is at the heart of the local community. They form positive relationships with staff. Staff expect pupils, especially those who are disadvantaged, to do their very best.

Pupils achieve exceptionally well. They enjoy learning about a wide range of topics, many of which provi...de opportunities for pupils to learn about the local area.

Pupils are kind and courteous to one another and they behave very well.

Older pupils take on leadership roles to model and promote the school's expectations and values to others. They look after younger pupils, particularly children in the early years.

Pupils appreciate the recognition that they receive for behaving well and producing excellent work, such as receiving a 'star of the day' badge.

They value the frequent opportunities, such as celebration assemblies, to share their successes with parents and carers.

Pupils benefit from an array of activities that enable them to develop their hobbies and interests. For example, they participate in horse riding and skiing, as well as clubs such as craft and e-safety.

Pupils are encouraged to represent the school in sports, music and debating competitions, as well as the annual drama productions. Staff identify and remove any barriers to pupils participating in extra-curricular activities, including for pupils with special educational needs and/or disabilities (SEND).

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

School leaders and the governing body share a strong vision for the high-quality education that they want to provide for pupils.

This has allowed the school to develop a positive culture of high expectations. Governors have the knowledge and expertise that they need to provide highly effective support and challenge to school leaders.

The school has devised a broad and ambitious curriculum that begins in the early years.

It has carefully considered the knowledge that it wants pupils to acquire before they leave Edenfield. The school has designed the curriculum to ensure that pupils, including those with SEND, develop this knowledge systematically over time.

Teachers have the subject knowledge and expertise required to deliver the full breadth of the curriculum confidently.

They design learning that is enjoyable and helps pupils to develop their understanding of concepts. Teachers make explicit connections to pupils' prior learning. This helps pupils to develop a rich and cohesive body of knowledge.

Teachers use appropriate strategies to check on pupils' learning. They swiftly identify and address any gaps in pupils' knowledge.

The school has suitable processes in place to identify the additional needs of pupils with SEND.

It ensures that these pupils receive any extra help that they require to access the curriculum successfully. For example, the school seeks advice from experts so that it can provide the best possible support for pupils with SEND. As a result, these pupils achieve very well.

The school helps pupils to develop into confident and enthusiastic readers. It has recently implemented a new programme to teach pupils to read. The training that the school has provided ensures that staff deliver this programme well.

The school has checked that the books that pupils read match the sounds that they have been taught. Teachers encourage pupils to make ambitious, but appropriate, choices of texts for their independent reading. Pupils relish the stories and novels that teachers thoughtfully select to share with each class.

Teachers have extremely high expectations of pupils' behaviour in classrooms and across the school. Common systems to manage any instances of poor behaviour are well understood by pupils and staff. These systems are used rarely, as pupils are adept in managing their own behaviour.

Classrooms are warm, welcoming learning environments where pupils feel comfortable and confident to express themselves.

The school has carefully considered the programme that supports pupils' wider development. It has placed a strong emphasis on teaching pupils about the wide range of cultures and religions that make up modern British society.

Pupils who spoke to the inspector confidently articulated their learning about a wide range of topics. This includes how to stay safe online and strategies to maintain their mental and physical health.

Parents are typically happy with the school.

They appreciate the regular updates that they receive on pupils' learning and progress. Staff were equally positive about the school. They value the actions of leaders to alleviate excessive workload, including the streamlining of assessment systems.

Staff are appreciative that leaders and governors frequently check on their welfare and well-being.

Safeguarding

The arrangements for safeguarding are effective.

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 April 2014.

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