Flintham Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Flintham Primary School. They agree that it is a great place to learn.

They like their teachers and say they make their lessons interesting. They appreciate the large, pleasant outdoor space they have to play in.

Leaders are aspirational for what pupils can achieve academically and personally.

Pupils are clear about the characteristics their teachers expect them to model. These are based on the school's 'super six' aims: be determined, be responsible, explore, aspire, make good choices and show respect. Pupils do their very best to demonstrate these qualities in every aspect of school life.

The result is a harmonious and ha...ppy school.

Pupils get along well together. They show respect and care for one another.

They welcome new pupils to the school and help them to make friends. Pupils do not worry about bullying. They know that an adult in school will always be there to sort their problems out.

Pupils, staff and parents agree that the school keeps pupils safe. Parents value the school's caring approach. One parent commented: 'It's an absolutely delightful village school with kind teachers and a real focus on a well-rounded education.'



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

Leaders have developed an ambitious curriculum that provides the pupils with the skills and knowledge they need to do well. Leaders have identified precisely what they want pupils to learn and the small steps they need to take to reach these end points. Leaders have thought carefully about the sequence of learning.

The early years curriculum is detailed and well sequenced. It provides a firm foundation for what pupils will learn in later years. Teachers ensure that new learning connects to prior learning.

For example, over time, pupils develop a secure understanding of chronology in history. This starts in the early years where children order events in their own lifetime and are introduced to the concept of events before they were born. By the time pupils reach Year 6, they use their vast historical knowledge to order events that led up to, and during, World War II.

Teachers routinely check that pupils remember what they have previously been taught. They use regular reminders like 'flashback four' in mathematics to keep learning fresh in pupils' minds. They use assessment effectively to identify where pupils may have misconceptions or gaps in their knowledge.

Teachers make every effort to make sure that everyone keeps up with what is expected.

Leaders are determined that pupils with special educational needs and/or disabilities (SEND) will be included in all aspects of school life. In lessons, pupils with SEND receive appropriate support.

Teachers and teaching assistants break the intended learning down into smaller steps or provide pupils with extra resources. However, leaders are not keeping a close enough eye on how successful the strategies used are in addressing pupils' individual needs.Children in the early years learn phonics from the very start.

Pupils apply their phonic knowledge in order to read and write with increasing success. They are given reading books that closely match the sounds they know. At times, some staff do not deliver phonics lessons with the accuracy that is expected.

When pupils do not use the pure sound for each phonic, not all staff correct mistakes.

Teachers promote a love of reading. Pupils who read regularly receive a 'bookworm badge'.

Pupils read books that are linked to their topics. For example, pupils in Years 5 and 6 read 'Carrie's War'.

Pupils' personal development is a strength of the school.

The curriculum provides them with the knowledge they need to make considered decisions in life. Pupils know that the world is full of people who may be different to them. They accept difference.

One pupil said, 'In this school, you can be who you want to be.' Pupils' understanding of equality is wise beyond their years. Pupils can attend a wide range of clubs and extra-curricular events.

They relish the opportunities they have to take on responsibilities in school. As a result of the school's work, pupils are well prepared for their next steps in life.

The multi-academy trust has provided effective support and challenge for leaders.

Both the trust and governors know the school well. They accurately identify the school's many strengths and what needs to improve further. Staff morale is high.

They say that leaders listen to them and take their workload into consideration when changes are made.

Safeguarding

The arrangements for safeguarding are effective.

Leaders prioritise their safeguarding responsibilities.

All staff receive regular safeguarding training and updates. They are alert to the signs that a pupil may be at risk of harm. They report their concerns promptly, even when their concerns may seem small.

Records of concerns are kept. Safeguarding leaders follow concerns up. They take the right actions to make sure that pupils are kept safe.

The school's curriculum teaches pupils about how to keep safe in and outside of school. Pupils also learn about the importance of having a healthy body and a healthy mind.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of staff do not teach reading with the precision that leaders expect.

Sometimes, adults use inaccurate strategies or do not correct the errors that pupils make. This may result in some pupils not learning to read as well as they could. Leaders should ensure that all staff follow the intended programme to teach reading with fidelity and accuracy.

• The school's provision for pupils with SEND is not routinely monitored. Leaders and teachers do not systematically review how well these pupils are supported to access the same learning as their peers, identify what is working well or where further adaptations may be needed. Leaders must ensure that there is an agreed approach for the way in which provision for pupils with SEND is reviewed.