Elm Wood School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are enthusiastic about coming to school and learning here. They enjoy lessons and have good relationships with staff.

This helps pupils feel safe. The Elm Wood promises of 'showing kindness and respect, developing resilience and perseverance and aiming for excellence and success' are lived out every day by the pupils.

The school has high expectations for the attainment of all pupils.

Pupils generally achieve well here. The school has put measures in place to improve the writing curriculum. Pupils are well prepared for the next stage in their education.

This includes those with special educational needs and/or disabilities (SEND), who benefit f...rom the support they receive.

Pupils and parents describe the school as being 'like a big family.' Pupils value the importance of kind behaviour.

The youngest children settle quickly, learn to share, listen to others, and take turns. When a small number of pupils need help to manage their emotions, staff and other pupils support them very well. Pupils learn to resolve differences through open discussion.

The strong relationships between staff and pupils promote these constructive conversations.

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

Since the new headteacher was appointed, there have been many changes to the curriculum. This continues to be a priority.

There is now an ambitious curriculum in place. This begins in the early years, where children build knowledge across all areas of learning. Staff generally check pupils' understanding across the curriculum well.

This helps them to quickly address any misconceptions in pupils' learning.

In most subjects, pupils build their knowledge well over time. For example, younger children secure their understanding of number composition, which enables older pupils to apply this knowledge when converting mixed fractions.

The focus on mathematical fluency supports pupils well to tackle more complex concepts. However, in a few curriculum subjects the school has not precisely identified the important knowledge it wants pupils to learn. This means that this key knowledge is not routinely prioritised or checked in lessons and, as such, sometimes gaps emerge in what pupils know and remember.

From the moment children join the school in Reception, they benefit from structured approaches to the teaching of reading. Staff are well trained to deliver the school's phonics programme with accuracy. Regular checking of what pupils understand identifies any gaps in pupils' learning.

The school uses this information to carry out targeted interventions that address these gaps effectively. Pupils talk with great enthusiasm about the books they borrow from the school library and the reading that they do at home.

The school is highly ambitious for pupils with SEND.

It identifies their needs quickly and accurately. Pupils have effective plans that outline their targets, and the support pupils should receive. This enables teachers to give these pupils the help that they need.

This helps pupils with SEND to progress well through the curriculum. They participate fully in the same curriculum and opportunities as their peers.

Pupils have very positive attitudes towards their education.

They are enthusiastic to learn and enjoy contributing their ideas and opinions to lessons. From the early years, children learn to follow well-established routines. As a result, classrooms are positive learning environments and social times are calm and orderly.

The school makes attendance a high priority. Staff analyse the reasons some pupils do not attend as well as they could. The school knows pupils and their families extremely well.

They offer effective support and challenge when necessary. They continue to focus on improving attendance further.

Pupils benefit from a very well-thought-out offer for personal development.

They learn about different faiths and cultures and are highly respectful towards others. Pupils know how to keep themselves safe and maintain healthy relationships. Their curriculum learning is enhanced through trips and visitors.

Pupils are encouraged to develop their leadership skills through taking on roles such as school councillors, prefects, play leaders and being members of the eco committee. As a result, pupils are well prepared for the next stage of their education.

The school acts in the best interests of pupils.

The school is led and managed by a very capable group of senior leaders. They are passionate about what they do. Leaders manage any changes in school very well.

Staff are proud to work at the school. They feel leaders consider their well-being and workload. Parents are very positive about the support their children receive from school staff.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Revisions and refinements to the curriculum have not embedded fully in some subject areas. In these subjects, the school has not identified, as precisely, the important knowledge it wants pupils to learn.

As a result, sometimes pupils are not able to build on what they already know. This means that this key knowledge is not routinely prioritised or checked in lessons and, as such, some gaps emerge in what pupils know and remember. The school should continue to embed its ambitious curriculum, identifying the most important knowledge to ensure that all pupils consistently achieve as well as they can.

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