Egerton Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils try their best at this school.

They embrace the school's values of perseverance, compassion, respect, honesty, forgiveness and hope.

Pupils feel happy and safe. They enjoy a stimulating learning environment and plenty of space outdoors.

Staff have high expectations for all pupils, including those who may have additional needs. The curriculum is broad and ambitious. Pupils learn about people, places, cultures and customs that they would not necessarily come across in their everyday lives.

Pupils behave well and the atmosphere in school is calm. Pupils are attentive in lessons and use the space available outdoors well. Playtimes are also calm....r/>
Pupils trust the adults who look after them to deal with any worries they might have.

Pupils have respect for each other and adults. Pupils enjoy a range of trips that bring the curriculum to life, as well as numerous opportunities to develop their own leadership skills in positions of responsibility.

For example, pupils enjoy being part of the school council or taking responsibility as house captains.

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

The ambitious and well-designed curriculum ensures that pupils achieve well from the very beginning of reception. Teachers are skilled at questioning and plan interesting activities for pupils from early years to Year 6.

As a result, pupils progress well through the curriculum and achieve well. However, in some foundation subjects, teachers do not check on pupils' understanding well enough. This means that some pupils do not deepen their understanding as well as they could.

Pupils with special educational needs and/or disabilities (SEND) are identified quickly. The school works swiftly to ensure that the correct support is put in place for these pupils. This means that they achieve as well as other pupils.

Teachers ensure that pupils at the early stages of reading are supported very well in learning to read.

Teachers design learning very well, ensuring that pupils progress almost seamlessly from year group to year group. Older pupils reflect on how well prepared they are for moving into higher year groups.

Pupils explained, for example, how they are taught to have discussions in circle time in the younger year groups and how this develops into more complex debates about current affairs by Year 6.

Teachers work hard to ensure links are made across different subjects in the curriculum. They also ensure that pupils understand how their learning connects to real life.

For example, older pupils used their geographical knowledge to debate the advantages and disadvantages of building more houses in the village.

Pupils behave well and teachers' expectations are high. These expectations are promoted through the school's values.

They are reinforced in assemblies where there are weekly celebrations of expected attitudes. Staff receive high-quality training to support pupils to behave well. The school works with parents at the start of each year to communicate their high expectations of pupils, particularly around the importance of high attendance.

Although the school have introduced strategies to improve pupils' attendance, too many pupils are persistently absent and the school's initiatives have not had the desired impact.

Personal development is designed carefully. The school do not leave this to chance, making good use of offers of support and opportunities from the local community, as well as taking part in community projects.

Pupils, including children in early years, have chances to take on responsibilities or join clubs to broaden their experiences and develop their talents.

Pupils in Year 1 to Year 6 join the school council and take on projects, such as choosing the charities that the school will support. The personal health and social education curriculum supports pupils in learning how to keep themselves safe physically, emotionally, mentally and online.

It also teaches them about financial matters and incorporates teaching the school's relationships and sex education programme.

Leaders are passionate about improving the school. They support staff well and ensure that subject leaders receive high-quality training.

Governors understand their role clearly and ensure that leaders are held to account stringently. The views of the school community are listened to. The pupils are at the heart of everything that this school does and truly live out the school's values.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not assess pupils' learning well enough in some foundation subjects. This means teachers cannot build securely on pupils prior learning because they do not have a clear picture of what that is.

The school need to ensure that teachers assess pupils' understanding effectively in all subjects. ? Pupils do not attend school regularly enough and too many pupils are persistently absent. The school needs to ensure that pupils' attendance improves and fewer pupils are persistently absent.