Fleckney Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy and lively school. Pupils learn about how to be positive, global citizens. 'Global ambassadors' explore links with schools in Africa.

This helps them understand differences and similarities within the world. Pupils learn about other cultures and faiths. Cartoon characters exemplify the British values.

This ensures that pupils are tolerant and have a sense of community. One pupil typically stated: 'If someone new was coming here, I'd tell them that everyone was friendly and caring'.

The golden threads of 'be kind, be safe, be ready' ensures that pupils understand the expectations of them.

These principles support discussions and check ...behaviour should pupils need reminding. This also applies to pupils' work.

There are a range of responsibilities pupils undertake with pride.

School councillors make the school a better place. They organise sponsored events and raise money for play equipment. The 'Well-Being Ambassadors' exemplify the importance of looking after yourselves.'

Winnie the well-being bear' helps pupils explore their own feelings. 'Winnie's hut' on the playground is a place where these ambassadors help and support others.

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

Reading is clearly a priority at Fleckney.

There is a rigorous and consistent approach to teaching pupils to read. Pupils begin to learn to read as soon as they join in the Reception Year. Skilled staff identify pupils who fall behind.

These pupils receive the support they need to catch up. The school ensures that quality books are carefully selected and used as part of the curriculum. These books enhance topics and support the teaching of sensitive subjects such as diversity and inclusion.

The school has focused on ensuring pupils become confident readers who can study texts in detail. Pupils spend time developing their skills of inference. This enables them to understand an author's meaning in greater detail.

The school has focused on raising academic achievement. However, the outcome of this work has not yet worked through to published data. Nevertheless, current provision is now more secure and is good.

For example, recent improvements in the teaching of mathematics have engaged children better during lessons and has helped them to become more confident learners. Ambition is high for all to achieve especially those with special educational needs and/or disabilities (SEND). Teachers' strong subject knowledge enables them to check pupils' understanding.

They adapt learning to ensure that pupils remember by linking concepts and revisiting prior learning. Pupils receive timely support should they need it. Pupils talk about their learning confidently.

Beyond English and mathematics, the curriculum has been well thought out. For example, the languages curriculum covers French, Japanese and Spanish. The school aspires for all pupils to leave with a desire to learn languages.

It has created links with schools in Japan, which also supports learning in other curriculum areas. In all subjects key concepts link clearly as pupils move up the school. Pupils talk confidently using subject specific vocabulary.

Pupils say that they enjoy their learning in school. In a few subjects, the school does not yet check well enough how well pupils have learned the curriculum. It is not always clear on what pupils know, can remember and can do.

Children in the early years foundation stage (EYFS) settle well. This is because the school makes strong links with children and their families before they start. The curriculum builds learning over time.

Staff are clear on how they can support children. Activities are well planned, and expectations communicated to children effectively. This enables children to work independently for long periods of time.

Activities are engaging and fun. For example, children explore the concept of what it is like being on safari in Africa. This enables children to learn challenging vocabulary and use it in context.

There is an excited buzz around school. The school has high expectations for pupils to behave well. Pupils respond to these expectations.

Pupils' attitudes to their learning are positive. Pupils enjoy their time in school and attend regularly.

There is a broad range of opportunities for pupils to explore interests and talents.

Clubs for different sports and music are well subscribed. The school makes sure that all pupils, especially those who are disadvantaged, develop cultural capital. Pupils learn Makaton, about musical theatre and visit places like the Japanese Embassy and places of cultural significance.

Pupils are highly respectful and tolerant of others. Pupils genuinely care about one another.

There have been many improvements made at the school recently, but the school has not yet checked on the impact of a few of these.

This means the school, including governors, does not yet have a clear view of the effectiveness and impact of all the work it does. However, the school leaders care about its staff's well-being.

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 few subjects, the school does not yet check well enough how well pupils have learned the curriculum. It is not always precise or clear about what pupils know, can remember and can do. The school should ensure that there are systems to check on what pupils can remember and then make the necessary adaptations for provide pupils with that missing knowledge.

There have been many improvements made at the school recently, but the school has not yet checked on the impact of a few of these. This means the school, including governors, does not yet have a clear view of the effectiveness of all it does. The school should check routinely on the precision of implementation of improvements, how effective they are and make any necessary amendments or changes.

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