Edgar Sewter Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Edgar Sewter Primary School are happy and safe.

The school has established high expectations of pupils. Pupils know the expectations and are striving hard to meet them.

After an unsettled period, the school has developed a well-planned curriculum.

Pupils benefit from stronger teaching. As a result, they receive a much-improved quality of education.

Behaviour expectations around the school are evident.

Pupils know the simple but effective rules: 'be ready, be respectful, be safe'. They generally behave well. Learning typically proceeds without disruption.

In the playground, pupils benefit from a range of well-organised spor...ting activities. This means pupils are active and collaborate well with others in their play.

Post pandemic, the school identified a need to improve its pastoral support for pupils and their families.

Pupils receive regular check-ins and support from trained adults in school. Forest school gives pupils an opportunity to take risks and build resilience. These opportunities help pupils to regulate their emotions and be ready to learn.

Pupils eagerly take on leadership roles and ensure that pupils have a voice. School and eco councillors make a meaningful contribution to school life. Pupils develop their confidence and leadership skills in these valued roles.

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

There was an unsettled period at this school. Inconsistencies in staffing led to a drop in standards. Published outcomes in 2023 reflect this.

However, this academic year, clear improvement has taken place. The school, with the support of the trust, has established clear systems and expectations. Pupils are now typically learning the planned curriculum successfully.

Early years provision is a strength. Children show positive learning behaviours in both Nursery and Reception. The curriculum identifies what children should learn across all areas.

Adult-led tasks and a well-resourced environment provide a wide range of learning activities across all areas. The knowledge pupils learn is carefully considered. Pupils build on what they learn as they move through the early years into Year 1.

Children are well prepared for their next stage.

The early reading curriculum is effective. Staff receive training to teach reading as leaders intend.

Skilled staff support pupils to learn sounds successfully. Pupils read books matched to their reading ability. Staff check pupils' progress regularly.

They provide extra targeted support where needed. As a result, pupils become confident, fluent readers.

The school has created clear 'blueprints' that set the expectations across the core subjects.

For example, non-negotiables of writing are in place across all year groups. Leaders monitor this to ensure that staff insist on these consistently. There is a clear, structured approach to teaching reading, writing and mathematics.

Teachers check what pupils know and they have catch-up support when required. Pupils are really benefiting from this. They are now achieving well.

The wider curriculum is clearly planned. Links connect learning across year groups and subjects. This supports pupils to develop knowledge over time.

However, on occasion, the wider curriculum is not adapted effectively. Curriculum content is not always broken down. As a result, not all pupils can access learning well.

Therefore, some pupils have gaps in knowledge. Established systems and processes support pupils with special educational needs and/or disabilities (SEND). Plans identify and successfully remove pupils' barriers to learning in core subjects.

However, the provision to support all pupils, including pupils with SEND across the wider curriculum, is not yet as well established.

Overall, the school manages effectively the behaviour of pupils across the school. Leaders have trained staff to manage pupils' behaviour.

Pupils know the expectations and benefit from the clear and consistent approach that leaders expect.

Pupils have a strong understanding of various cultures and beliefs. Pupils value difference and understand the importance of respecting others.

Pupils also have a clear understanding of bullying. They recognise that it does happen on occasion but know staff deal with it successfully.

While many parents are positive about the school's work, some parents do not feel part of the school community and would like more opportunities to communicate with school leaders.

This has led to a feeling of disconnect between the school and some of its families.

Staff feel valued and supported in their well-being and workload. They also value the training and support they receive to do their jobs effectively.

The trust knows the school well. It provides a balance of support and challenge to school leaders. Local governors are developing into their roles.

The trust is actively training and recruiting governors to strengthen this area.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, the school does not successfully adapt learning for pupils in some curriculum subjects.

This means some pupils, including those with SEND, are unable to learn the planned curriculum successfully. The school should appropriately adapt learning tasks to meet all pupils' needs. This will ensure that all pupils can make successful progress across all subjects.

• The partnership between school and parents is improving, with many parents feeling positive about the school's work to improve. However, where parents feel that there is a lack of effective communication and approachability within the school, they find it challenging to engage proactively with the school. The school should continue its work to develop structured communication channels and enhance the visibility of leaders so that the school can address parental concerns swiftly and consistently well.

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