Fleecefield Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love coming to this friendly and welcoming school.

They feel happy and are safe. Pupils said they are valued, cared for and respected as individuals. Leaders set high standards, including for pupils' achievement and conduct.

This means pupils learn to take responsibility from an early age. They are keen to show their curiosity and enthusiasm in how they approach their learning.

Pupils with special educational needs and/or disabilities (SEND) receive strong support from staff so that they can fully take part in school life.

The whole school community takes great pride in celebrating differences.

Pupils' behaviour is exemplary in classr...ooms and around the school. They work hard in lessons, show maturity and focus well.

There is almost no disruption to learning.

Staff ensure pupils learn to become well-prepared citizens. For example, older pupils, in Year 6, take their roles as 'playground buddies' and 'reading warriors' for younger children seriously.

Pupils speak with enthusiasm about the range of after-school clubs and outings available to them, including multisports, Spanish and visits to the Science Museum and Pymmes Park.

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

Leaders have designed an ambitious curriculum. They have set out the order of knowledge they want pupils to learn from the early years to Year 6.

Consequently, pupils' knowledge builds, and they achieve increasingly well in every year.

In most subjects, leaders check how well the curriculum is being implemented. For example, in mathematics, art and design, and computing, leaders think carefully and refine their curricular thinking.

This enables pupils to remember more over time. Staff identify and check pupils' misunderstandings well. In some other subjects, the school has not yet identified the important content that pupils need to learn and when.

This limits pupils' subject-specific knowledge and understanding.Reading is a priority. Children in early years begin learning to read as soon as they start school, and make good progress from their starting points.

All staff are trained to teach the phonics curriculum and they do so effectively and with fidelity. Pupils read books that are well matched to the sounds they know. Pupils who struggle or are new to English receive extra support to help them catch up quickly.

Pupils read with fluency and confidence.Staff encourage pupils to read widely, including through the use of rewards in assemblies. Pupils are introduced to a wide range of texts, which they enjoy reading.

They benefit from hearing their teachers read stories aloud to them every day. Children in the early years happily retell and act out stories and rhymes they have heard.Pupils with SEND are involved in all aspects of school life.

They learn the curriculum alongside their peers successfully. Leaders and teachers know the needs of pupils well. This helps them to adapt learning for pupils with SEND when needed.

Skilful adults provide helpful support as needed.

Pupils demonstrate excellent behaviour across the school. Working relationships between adults and pupils are very positive.

The school supports pupils' regular attendance and high standards of behaviour through well-understood systems. Most pupils attend school regularly.

Pupils are taught a curriculum that goes beyond the academic.

They talk confidently about equality and how everyone should be treated with respect. Pupils know about different faiths, and are able to reflect on their own beliefs. They speak with great enthusiasm about debating lessons and exploring new ideas.

Pupils regularly visit a wide range of local places of worship. They know the difference between right and wrong and understand the consequences of their actions on others.

Staff feel well supported by senior leaders.

They feel the school is considerate of their well-being and workload. The school and trust plan well-designed professional development opportunities for staff. The governing body knows its local community and is secure in its ability to challenge and support leaders effectively.

Governors and trust leaders provide extensive development and evaluation for leaders to continue to raise achievement for all pupils. Parents and carers are positive about the school and the nurturing experiences their children have.

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 foundation subjects, the school has not identified the important content pupils should be taught and when. Pupils' subject-specific knowledge and skills are not deepened securely. The school should ensure that curricular thinking in all subjects builds on key content progressively so that pupils can commit it to long-term memory.