Forestdale Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this friendly school. Staff work together to do their best for everyone.

Parents appreciate the support given to their children. Pupils work hard and learn to get along with each other. This helps them to feel safe.

Pupils behave well and know how to treat others with respect. Occasionally, pupils do not make the right choices, but they know that adults will help them sort out any difficulties. Pupils said that bullying happens occasionally, but it is dealt with quickly by staff.

Adults model the behaviours that they want pupils to copy, such as good manners.

Leaders have high expectations for pupils, who achieve well in most s...ubjects. Leaders have set out clearly what pupils should learn in many subjects, but this is further along in some subjects than others.

Pupils are growing in confidence to talk to others and to share ideas about their learning.

Leaders provide pupils with a range of opportunities to join clubs and to go on trips. Pupils enjoy this range of activities.

Leaders invest in free musical instrument lessons for all pupils in key stage 2. This provides pupils with wider opportunities beyond the planned curriculum.

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

Leaders have developed an ambitious curriculum.

In most subjects, the curriculum is well designed so that pupils' learning builds on what they already know. For example, in mathematics, leaders have introduced a refreshed curriculum. This helps teachers to understand the specific knowledge that pupils should learn and when they should learn it.

In most subjects, staff use assessment strategies well to help pupils remember and recall their learning, for example, by using quizzes in science.

In a small number of subjects, the curriculum is not as well designed. Leaders have not identified the important knowledge they want pupils to learn and when they should learn it.

In addition, leaders have not checked how well the curriculum is being delivered. In these subjects, pupils do not achieve as well as they could.

Leaders' work to improve the phonics curriculum has had a positive impact.

Staff follow the same approach to deliver this curriculum and this helps them to know exactly which sounds to teach and when to teach them. This helps to ensure that pupils learn to read well. Pupils who are in danger of falling behind get extra support.

This supports more pupils to become fluent readers by the time they start in key stage 2.

Children in the early years settle well into school life. This is because well-trained staff understand and meet their needs.

The curriculum supports children to learn important communication and social skills, especially the youngest children. Children listen to adults, talk with others and take turns to play together. Teachers identify children who are not keeping up with their learning and provide extra help, so they can keep up.

Leaders ensure that staff identify the needs of pupils with special educational needs and/or disabilities (SEND). Staff ensure that these pupils are well supported to access the same curriculum as their peers. Careful checks on how well pupils have learned the curriculum allow staff to target additional support effectively.

Leaders have invested in resources to support pupils with their mental health and well-being. This helps pupils to regulate their feelings and emotions. As a result of leaders' and staff's actions, pupils with SEND achieve well.

A range of curriculum experiences, visits and themed days help pupils to learn about the world they live in. Visits to contrasting localities help pupils to recognise life outside of their locality, for example, a trip to the seaside. Pupils recognise the diversity in their school, and learn from one another.

This helps them to be tolerant and respectful of others, and prepares them well for later life.

Leaders and staff work together to make sure that pupils, 'believe, aspire, excel.' Governors check that their vision is being brought to life for staff and pupils.

Staff know they can ask for support from leaders, and they give many examples of the ways in which leaders consider their workload and well-being. They feel their workload is manageable. Governors have sought advice to help them improve their work.

They have a clear oversight of their duties. Linked governors have a good understanding of their areas of responsibility. For example, safeguarding and phonics governors make frequent checks on leaders' work.

This allows them to challenge and support leaders in an informed way.

Safeguarding

The arrangements for safeguarding are effective.

Leaders regularly train staff to help keep pupils safe.

Governors have also received safeguarding training and this helps them to check on the quality of training for staff. Staff meet regularly to identify any pupils who might be vulnerable. Any concerns get shared and acted upon quickly.

The school's pastoral work builds positive relationships with parents. This helps staff to support pupils and families to get help when they need it.

Pupils understand about how to stay safe online, including protecting themselves when sharing personal information.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not set out the precise knowledge that they want pupils to learn and when they should learn it. Because of this, pupils find it hard to build on what they already know and this hampers their learning. Leaders should ensure that the curriculum in all subjects clearly identifies the most important knowledge for pupils to learn and the order in which it should be taught.

• Leaders in some subjects have not monitored the implementation of the curriculum. This means that they do not know what is working well or how well pupils are learning what they should. Leaders should ensure that subject leaders have regular opportunities to monitor their subjects.