Forncett St Peter Church of England Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school's motto: 'Be yourself, be your best self' encourages pupils to persevere and be kind. Pupils like the certificates they receive for their efforts. This helps pupils develop positive attitudes to learning so that they achieve well.

There are warm relationships between staff and pupils. Pupils are happy and safe. They know teachers listen to any worries or concerns they may have and deal with them quickly.

Leadership roles develop pupils' sense of responsibility. Younger pupils aspire to be a member of the 'shed crew', to set up lunchtime activities and help in the dining hall. This makes lunchtime fun and sociable.

Pupils are proud to contribute to ...the life of their school. Inter-school sports events develop pupils' resilience and stretch their talents. Pupils enjoy the daily run and morning movement sessions.

They know these benefit their physical and mental health.Pupils experience well-planned activities such as kayaking, orienteering and rock climbing. These broaden their horizons and boost their confidence.

Older pupils enthuse about their participation in the end of year play. They are proud of the courage they have to present to a large audience.

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

The school's ambition for pupils is reflected in the carefully planned curriculum.

This sets out the key knowledge and vocabulary pupils will learn. Pupils integrate what they have previously learned into new ideas and concepts. This makes learning interesting and memorable.

Pupils learn well because teachers present information clearly. Teachers check pupils' work against intended success criteria. This identifies any gaps in pupils' learning so the school can give pupils extra help or practice.

The support pupils get to learn to read helps them greatly. This is because well-trained staff teach the established phonics programme consistently effectively. Teachers discuss the books they share with pupils.

They make sure pupils understand the meaning of new words. Pupils read books matched to sounds they already know. Frequent reading ensures pupils become confident and fluent readers.

As pupils develop fluency they read with enthusiasm and gain a love for reading new books.Pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school. A wide range of additional support improves pupils' social, emotional and mental health.

Pupils with SEND access learning with their peers. Teachers know these pupils well. This helps them to identify pupils' needs accurately.

Work planned for pupils matches the ambition of the curriculum. However, there are instances when teaching for lower-attaining pupils and pupils with SEND is not adapted precisely enough. This means they do not always achieve the intended learning.

Children in Reception are well prepared for the work they will encounter in Year 1. The development of children's communication, language and early reading skills is prioritised. Children learn songs and rhymes.

They practise using their phonics knowledge in their writing. They persevere as they try hard to write letters accurately. Children practise their balance and coordination outside on the planks and rope swing.

Staff support and guide children so that they develop independence and new skills. Children learn positive social skills. These enable them to play well together on collaborative tasks.

They build models and share equipment. This helps them express their thoughts and ideas.The school has high expectations for pupils' behaviour and conduct.

The school takes pupils' use of derogatory language and poor behaviour seriously. Pupils say bullying is rare. If it happens, the school deals with it quickly.

In some circumstances, communication with parents has not successfully given them confidence in how the school manages pupils' behaviour.The school promotes pupils' personal development well. Pupils organise events to raise funds for school and their chosen charity.

This develops their economic awareness. First-aid sessions give pupils confidence to respond in an emergency. Pupils know their opinions and beliefs may differ from those of others.

They learn that everyone is unique and accept difference in a positive way. Pupils enjoy visits to different places of worship, a local fen and museums. These enrich pupils' learning and broaden their horizons.

Leaders know the school well. They create a positive culture of professional development and improvement to benefit pupils. Many parents recognise the strengths in the school.

However, the school has not ensured that all parents understand and have confidence in how it manages behaviour and pupils' learning.

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 has not successfully communicated the approaches it has taken to keep the curriculum up to date and improve behaviour systems.

This means some parents do not understand, and/or lack confidence in, how the school manages these. This makes it harder for those parents to positively engage with the school and their child's learning. The school needs to address the way it engages with the community to enable effective engagement with the school for the benefit of pupils.

• Teachers do not always make precise adaptations to teaching for some lower-attaining pupils and pupils with SEND. As a result, these pupils do not make the progress in their learning that they could. Leaders should ensure teachers make appropriate adaptations to lessons so that all pupils achieve the intended aims and ambitions of the curriculum.