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Farcet CofE Primary School is a happy, caring place to learn.
Pupils, and children in the early years, including those with special educational needs and/or disabilities (SEND), enjoy school and the opportunities on offer. They take pride in their work, appreciate the support from their teachers and achieve well.
Pupils value their friendships and treat each other with respect.
They are considerate of the needs of others. Most pupils live up to the high expectations staff have of them. The consequences of not following rules are well understood.
Pupils are confident that teachers will deal with any issues as they arise. They understand what bullying ...is and know that it is rare in their school.
Pupils like getting 'caught being good' tokens, receiving house points and doing reading challenges.
Older pupils relish taking turns as house captains. Pupils like to lead assemblies and stand for a position on the school council. They have regular visits from members of the community, which broaden their knowledge of the area they live in.
Pupils feel safe and speak confidently about having trusted adults to talk to. They use the 'worry box' if they have a concern and know that their views are listened to.
What does the school do well and what does it need to do better?
Leaders have designed an ambitious curriculum.
They have made sure that teachers are clear about the important content to teach in all subjects and when. Staff have consistently high expectations about what pupils can achieve. Pupils have regular opportunities to revisit prior learning.
Consequently, they are able to remember more over time. In science, for example, they build each year on their knowledge of the solar system and space.
In some subjects, such as history, leaders have planned for the curriculum to allow pupils to explore concepts such and monarchy.
Pupils are taught to deepen their knowledge by making connections with other areas of learning, for example democracy. However, this work is not yet fully developed across the whole curriculum, so some pupils do not understand these broader subject concepts well.
Reading is a priority across the whole school.
Phonics is taught well so that children in the early stages of learning to read become fluent and successful readers quickly. Teachers think carefully about the texts they share with pupils and the books they want pupils to read. Pupils enjoy reading.
They talk confidently about authors they like and the reading challenges they complete. Teachers ensure that pupils who fall behind get the support they need. Teachers plan reading opportunities in all subjects and ensure pupils are taught a wide vocabulary to apply in all aspects of their learning.
Children in the early years benefit from carefully considered and engaging learning opportunities, such as writing to, and receiving a letter from, the Queen. Their detailed drawings of Buckingham Palace allowed them to apply their fine motor skills, which they had been working on improving. Staff have adapted the curriculum to meet individual children's needs and interests and children are well prepared for Year 1.
Pupils with SEND are well supported to access the same ambitious curriculum as their peers. Leaders ensure pupils with more complex needs are given personalised support, including from external agencies. Leaders regularly check support plans and make any changes needed.
Therefore, pupils with SEND achieve well.
Pupils behave well across the school, both in and out of lessons. Leaders establish high expectations and teachers apply these consistently.
The few pupils who struggle to meet the standard of behaviour expected are well supported to improve their behaviour.
Staff prioritise pupils' personal development. They ensure that the curriculum is well planned to allow opportunities for pupils' social, moral, cultural and spiritual development.
Pupils understand world religions. They talk enthusiastically about visits from the clergy and The Salvation Army. They can explain their understanding of their local context, such as the farming community.
Pupils feel their views are listened to through the school council. Leaders are now relaunching some wider opportunities such as trips and clubs which were postponed due to the pandemic. A few parents would like to see more clubs on offer.
Some parents are not aware of the wider opportunities provided for their children within the school curriculum.
Leaders have benefited from training from the trust. This partnership has contributed appropriately to the development of the quality of the curriculum now in place.
Governors know the school well and perform their statutory duties effectively. Parents are typically positive about the school. However, a few feel that communication could be improved and that concerns raised could be addressed more quickly by leaders.
Safeguarding
The arrangements for safeguarding are effective.
Leaders ensure that the single central record of employee checks is maintained and regularly reviewed. Staff have regular safeguarding training.
They are kept up to date by leaders, including on safeguarding issues relevant to their local context. Staff know how to identify and report concerns. Leaders are vigilant in their follow-up of concerns.
They are tenacious in securing relevant support for vulnerable pupils.
Curriculum content supports pupils to stay safe online and to understand healthy relationships. All pupils said they had trusted adults they could talk to and knew they would be listened to.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• While leaders have designed an ambitious curriculum, the opportunities they seek for pupils to link and apply the knowledge they are gaining across subjects have not fully evolved. Consequently, some pupils in some year groups do not yet fully understand the meaning of concepts, such as 'empire'. Leaders need to ensure that pupils understand the connections between different aspects of their learning so that they develop a deep understanding of the concepts leaders want them to know.
• Most parents appreciate the quality of education that the school provides. However, a few feel that their views could be responded to more quickly. Leaders need to consider how to further develop communication with parents and to seek additional opportunities to engage with them so that they feel they are better informed.
