Florendine Primary School

Highlights from Latest Inspection

Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that aspects of the school's work may not be as strong as at the time of the previous inspection.

The school's next inspection will be a graded inspection.

What is it like to attend this school? '

It's like a happy family,' several parents said. This sums up the school's cheerful, caring and safe nature.

Pupils enjoy attending. Pupils talk with great interest about their lessons. They play well together outside in the interesting play areas.

Pupils are keen to take on responsibilities. They like, for example, being play leaders to support younger children at playtimes. The school is welcoming an...d everyone feels included.

Pupils mostly behave well, particularly when staff provide the right guidance. Pupils say there is little bullying or unkind behaviour. On the rare occasions this happens pupils say that staff are quick to sort things out.

Pupils know the difference between right and wrong.

Despite the school's ambitions for its pupils, some do not achieve well. One sign of this was the drop in the published outcomes at the end of Year 6 in 2024.

The curriculum does not help many pupils learn to read and write as well as it should. Some pupils do not form a good understanding of some of the subjects they study. The school is addressing these issues.

Improvements are at an early stage.

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

The curriculum does not ensure that all pupils achieve well. Some pupils at the earliest stage of reading are not taught to read fluently.

The implementation of the reading curriculum is mixed. Some staff's subject knowledge is not secure. In such cases, pupils form misconceptions.

Sometimes, staff do not notice which pupils find things hard and so do not provide the support these pupils need. Provision to help those who find reading hard is not effective. It is not ambitious enough, and some do not catch up.

The school encourages pupils to enjoy reading. Books are used to launch curriculum topics.

The writing curriculum does not ensure pupils write well.

In the early stages, handwriting is not taught well. Many pupils struggle to write letters correctly. Some hold the pencil incorrectly but often staff do not correct this.

As a result, these pupils form writing habits which make it hard for them to write well.

The writing curriculum does not set clear expectations for teachers of how pupils' writing should improve. This means many pupils do not write with increasing skill.

When writing, pupils often find it hard to use the grammar, spelling and punctuation they should or write texts with enough complexity.

In some other subjects, the curriculum is inconsistently implemented. It does not emphasise important knowledge.

At times, tasks that teachers set do not support pupils' learning. Sometimes, teachers do not check whether all pupils have understood, and then address misunderstandings. As a result, some pupils find it hard to recall the key information, or they form misconceptions.

Some parts of the curriculum are better. Mathematics is an example. The mathematics curriculum is now helping teachers ensure more pupils have the expected knowledge.

Teachers clearly explain knowledge and procedures in lessons. They identify what pupils know and find difficult.

Reception children are happy and safe.

Parents like the way staff have worked with them to help their children make a settled start. The same issues are seen with the curriculum in the early years as for the rest of the school.

Teachers adapt their lessons and provide support to help pupils with special educational needs and/or disabilities (SEND) learn the curriculum.

The school works with external partners to ensure pupils with SEND receive appropriate support. A close check is kept on the progress of pupils with SEND. However, some of these pupils do not learn to read or write well.

Pupils attend well. The school makes this a priority. It identifies pupils whose attendance is a concern and takes sensitive actions to help such pupils attend more regularly.

Pupils' knowledge of fundamental British values is patchy. Some recall the values and talk with understanding but many find this hard. Pupils are respectful of people from a range of cultural backgrounds.

Pupils do not tolerate racism and know this is wrong. However, some pupils do not know much about the lives of people from different cultural backgrounds. This is because the curriculum is not consistently implemented.

The school is making quick and effective improvements, knowing academic standards have slipped recently. Leaders keep an eye on staff's workload. Staff are very appreciative of the school's supportive nature and are proud to work at the school.

Governors are committed to the school. They keep a close watch on pupils' well-being, safeguarding and the school's finances. However, they do not have a clear oversight of the school's academic standards or measure the effectiveness of the curriculum.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not ensure that pupils gain a secure grasp of the fundamental reading and writing knowledge they need to access other subjects and succeed. Some are not well prepared for their next stage of learning.

The school must enable pupils to become fluent readers and writers. ? The curriculum is not implemented consistently. Some pupils' understanding of the curriculum is patchy.

Many pupils find it hard to recall the key information that is taught in a range of subjects. The school should support teachers to carefully check what pupils know in lessons in order to adapt their teaching accordingly so that pupils form a secure knowledge of the curriculum. ? Governors do not have sufficient oversight of the academic standards at the school.

They have not successfully challenged leaders to maintain and raise academic standards since the last inspection. This impacts negatively on pupils' academic achievement. The school should ensure it has systems in place to ensure governors and leaders have an accurate understanding of the school's strengths and weaknesses.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.This is the second ungraded inspection since we judged the school to be good for overall effectiveness in January 2016.