Evergreen Primary School

Highlights from Latest Inspection

Outcome

Evergreen Primary School continues to be a good school.

What is it like to attend this school?

Pupils thrive at Evergreen Primary School. Staff have extremely detailed knowledge of each pupil and have developed strong, caring relationships with them.

Pupils rise to the high expectations that adults have for them. Parents and carers are overwhelmingly positive about the school.

Pupils behave exceptionally well.

They move around the school calmly and with great respect. Pupils and staff show great care for each other. Bullying is rare.

Records show that when it does happen, staff act quickly to stop it. This helps pupils to feel safe in school.

Pup...ils trust the adults who work with them, and feel that they can always go to an adult if they need support with a concern.

Staff skilfully support pupils with special educational needs and/or disabilities (SEND). Pupils who find communication difficult are well supported in their interactions with staff.

All pupils have SEND.

School leaders have designed five pathways, which reflect the very different needs of the pupils. This helps teachers to plan teaching and learning to best meet the needs of the pupils.

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

Leaders know pupils extremely well.

They are acutely aware that pupils have a wide range of specific needs. Some of these pupils are provided with a highly specialised curriculum. This reflects leaders' focus that all pupils should 'inspire, enjoy and achieve'.

Leaders ensure that advice from therapists and other professionals is understood by staff and forms part of the pupils' specialised curriculum offer.

Leaders have ensured that the school's curriculum makes clear what individual pupils must know and be able to do in all subjects. Leaders have planned this learning carefully so that it is taught in a way which helps pupils to build up knowledge and skills over time.

Staff make skilful adaptations to the curriculum for pupils who have more complex needs. For example, in music lessons, the school has a full body-sized drum so that pupils can lie on it and feel the vibrations of sounds. In science, pupils with sensory needs experience the solar system through a sensory room light display.

In physical development sessions, equipment and resources are used in creative ways to ensure that all pupils experience the fullest learning opportunities.

For the majority of the pupils in school, the curriculum is implemented effectively. However, for a small number of the highest attaining pupils, the curriculum is not yet adapted enough.

This means that some pupils are not consistently taught at a level which helps them to move forward in their learning. Leaders are now focusing on the further adaptations to the curriculum needed to help these pupils make more progress through the curriculum.

Leaders and staff promote pupils' personal development effectively.

Pupils enjoy the enrichment activities offered by the school. For instance, veterans visit the school to speak to pupils to develop their understanding of why we mark Remembrance Day. Pupils take part in music festivals and Makaton singing events.

Pupils take part in mini police sessions, where they work with police officers to conduct traffic surveys and discuss road safety. Pupils and families appreciate the hairdresser coming to school to help with the personal care of pupils who find visiting a hairdresser distressing.

Staff are overwhelmingly positive about the support that they receive for their workload and well-being.

Governors support the school well and provide effective challenge to leaders. Leaders continually consider the ways in which they can move the school forward for pupils.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding across the school. Leaders ensure that the required checks are carried out when recruiting new staff. Training and induction records are carefully maintained and managed.

All staff have regular and relevant training on how to keep pupils safe. Staff know what to do if they have any concerns about a pupil. Leaders know pupils, families and the community well.

Staff engage appropriately with outside agencies to provide help and support for pupils when needed. Adults plan activities to help pupils to learn how to keep themselves safe that are relevant to the specific needs of pupils and the potential risks they may face.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• For a small number of higher attaining pupils, the curriculum is not delivered as well as it could be.

This means that some pupils do not make as much progress through the curriculum as they could. Leaders need to complete their review of adaptations to the curriculum to ensure that staff consistently meet the needs of all pupils.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 January 2013.

Also at this postcode