Ellison Boulters Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school's vision to 'let your light shine' underpins everything that happens at Ellison Boulters Church of England Primary School. Pupils and staff are helped to be the best that they can be, academically, personally and socially.

The school's values of respect, friendship, happiness, honesty, responsibility and understanding are regularly revisited. Pupils aspire to live up to them each day.

Behaviour is exemplary.

Pupils are highly polite and courteous to adults and each other. They are consistently attentive in lessons, in and around school. Playtimes are happy and sociable times where everyone gets on.

The playground friends, easily identified... by their high-visibility vests, are on hand to befriend and play with anyone who might need it. Pupils are motivated by the team points that they can earn. They wear their team point badges with pride.

Pupils make a significant contribution to the day to day running and direction of the school. They carry out a wide range of roles, including digital school leaders, school councillors and prefects, to mention but a few. 'Pippa Duty', which involves helping take care of the school dog, is a particular favourite.

Pupils, staff and the vast majority of parents and carers are highly positive about the school. As one member of staff said: 'We are all proud to be part of the EB family.'

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

Across the vast majority of subjects, the school's curriculum is well planned and sequenced.

It makes clear what pupils will learn at each stage of their education. Curriculum content builds systematically on what has been taught before. Teachers plan and deliver engaging and well-designed lessons.

In most subjects, pupils remember what they have learned. For example, in history, pupils in Year 4 have an impressive recall of what they learned about Ancient Egypt when they were in Year 3. However, while the curriculum is well designed, in a small number of subjects it does not make clear the most important content that pupils are expected to know and remember.

As a result, in these subjects, pupils do not have the same secure recollection of what they have learned.

Pupils begin to learn to read as soon as they join the school. The teaching of phonics is prioritised.

The school regularly checks on the quality of teaching, providing weekly feedback and training for staff. As a result, phonics is taught with a high level of consistency. Pupils soon learn the sounds that letters make and go on to use this to read increasingly challenging texts.

Those pupils who need the most help get additional and regular support.

Over time, pupils develop a love of reading. Pupils who read at home daily are proud that they do.

Teachers read to pupils every day. Pupils describe this as a 'special part of the day'. However, beyond phonics, the reading curriculum is not fully sequenced.

It does not make clear enough what pupils are expected to know and be able to do in reading at each stage of the school year.

Children have the best possible start in the early years. They benefit from a meticulously planned and sequenced curriculum, across each of the areas of learning.

This prepares children very well for what they will go on to learn in key stage one and beyond. Children talk confidently and accurately about what they have learned before. They learn and use new vocabulary at an impressive pace.

For example, one child explained to an inspector that, 'Our African land snails will roll up their antennae if you tap on the glass'. They added, 'But please don't do this.'

Pupils with special educational needs and/or disabilities (SEND) are supported well.

The school ensures that pupils' needs are comprehensively understood and planned for. Adults skilfully adapt lessons to help pupils with SEND to learn the full curriculum. Pupils are supportive of each other's needs.

They are inclusive.Pupils are prepared exceptionally well for life in modern Britain. They learn about a wide range of cultures, religions and beliefs.

They develop a detailed and impressive understanding of fundamental British values. They understand and uphold the principles of equality, inclusion and diversity. Older pupils can name the full range of protected characteristics and explain what these mean in law.

Pupils value difference and are respectful of views that differ from their own.

At all levels, leaders and those responsible for governance know their school well. They have created a cohesive community in which their vision and ambition is shared unanimously.

They have an accurate understanding of what is working well and what needs to be improved.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the curriculum does not make clear the precise knowledge that pupils are expected to acquire and retain at each stage of their education.

As a result, in some subjects, pupils' recall of what they have learned is not as strong as it could be. The school should ensure that the curriculum, across all subjects, makes explicitly clear the precise content that pupils are expected to know and remember at each stage of their education. ? The reading curriculum sets out what pupils are expected to achieve by the end of each year.

It does not make clear what pupils are expected to know and be able to do at each stage through the school year. As a result, the school cannot be sure that content is being taught and learned in the best or most logical order. The school should ensure that the reading curriculum is fully sequenced.