Fairhaven Church of England Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy school and attend well.

The school nurtures and celebrates the unique qualities and talents of each pupil. As a result, pupils feel valued and appreciated. They say that school is fun.

The school values of Belief, Friendship, Diversity and Achievement underpin the design of the curriculum. The curriculum is rich and broad. The content of the curriculum allows pupils to make meaningful links with prior learning.

For example, making comparisons between the Mayan and Egyptian pyramids. Pupils achieve the ambitions of the curriculum increasingly well.

Older pupils recognise that the changes at the school are for the better.

They rig...htly say that behaviour has improved and if there are problems, an adult will always listen and help. There are a range of things to do at playtimes and lunchtimes. There are many opportunities for pupils to take on leadership roles.

Pupils learn a lot about their physical and mental well-being. The school helps develop pupils' social, team and leadership skills by enabling them to participate in a wide range of sports and other events. Pupils learn how to stay safe online and in the community.

There are a wide range of clubs and after-school activities. Nearly a third of pupils take up the opportunity to learn a musical instrument.

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

The school has revised and refined its curriculum over the last three years.

The content of the curriculum is ambitious. It has been well designed to meet pupils' needs. Pupils are meeting the expectations of the curriculum with greater consistency.

The school checks that the curriculum is being delivered diligently by talking to pupils and looking at their work. In some subjects, the school has not considered how best to deliver the content of the curriculum. This leads to some inconsistency because staff use their own preferred approaches, which are not always familiar to pupils.

Staff check pupils' understanding and grasp of new concepts in lessons effectively, often at the end of a week or a unit of work. Pupils who fall behind are supported to practise and revisit things they find difficult so they can catch up with their peers. When the school identifies a potential barrier, or learning need, they work with parents to put appropriate support in place.

This means that pupils with special educational needs and/or disabilities (SEND) are fully included in all aspects of school life and learn the breadth of the curriculum.

Pupils start learning phonics as soon as they start school. All staff have had training in the school's chosen approach to teaching reading.

Pupils are familiar with the language and routines of the programme. Those delivering the programme meet regularly to discuss pupil progress and plan support where needed. Pupils in key stage 2, who have not achieved fluency in their phonics, continue to have targeted support.

Pupils have a broad reading diet that enriches their knowledge and understanding of the world. Pupils enjoy reading. They appreciate the improvements to the well-resourced library, which is helpfully open to pupils and families after school.

Pupils talk at length about the books they have read.

The school ensures that provision in the early years is effective. Staff support children to enjoy sharing with peers and talking about their learning.

Effective modelling helps children to listen to each other and take turns. They are eager to ask questions. There are opportunities for pupils to learn, practise and apply their learning in different ways, and these work well.

The curriculum in the early years prepares pupils for the transition into Year 1 effectively.

Pupils know and understand the golden rule of 'kind hands, kind words'. This is central to the school's behaviour policy and is consistently used by staff.

Pupils can identify how the school helps them to manage their emotions and regulate their feelings. Pupil behaviour can vary in lessons, which hampers their learning.

The school has developed innovative partnerships and links with the local community and church.

Pupils undertake meaningful visits, for example to the theatre, to the nearby castle and to participate in art workshops at the local gallery. These visits help enhance the planned curriculum. By the time they leave school, all pupils will have represented the school at an event.

Pupils are well prepared for the next stage in their education.

Leaders know the school well. They are eager to learn and are outward-facing.

They are ambitious for the pupils in their care. As a result of their actions, pupils are achieving the ambitions of the curriculum with increasing success. Staff enjoy working at the school and feel valued because the school invests in their development and looks after them.

They are proud to be part of the team and value the timely challenge and support of leaders. The school prioritises the well-being of staff, the pupils, their families and the community effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the school has not agreed how to deliver the content of the curriculum. This means that pupils become confused and can lose focus. The school needs to agree the best way to deliver the curriculum so that all subjects are taught consistently and effectively.

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