Frizinghall Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils say they love Frizinghall. All pupils inspectors spoke to said they are very proud to come to this school. The relationships between staff and pupils are positive and respectful.

Leaders are ambitious for the school. They have high expectations for what pupils should achieve. They have considered their community and pupil views when designing the curriculum.

Pupils are very positive about their learning. They want to do well and try hard in lessons.

Pupils, parents and staff say that behaviour is good and that bullying tends not to happen.

In the rare occasions bullying happens, pupils know what to do. Staff receive training to manage behaviou...r well. Inspectors saw calm behaviour in classes.

Pupils like the different approaches staff take to reward behaviour. Pupils also say they feel safe at school. Inspectors agree with this view.

Parents are overwhelmingly positive about the school. They know Frizinghall has high expectations for all. One parent voiced the views of many, stating, 'I am so pleased that my children come here.

They always have the best interests of the children at heart.' Parents expressed positive views on the school's response during the pandemic. They have felt well supported during this time.

All parents who completed Ofsted's survey, Ofsted Parent View, would recommend the school.

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

Leaders, including governors, are determined that pupils will achieve well. The curriculum is well planned and sequenced.

New learning builds carefully on what pupils have been taught before. As a result, pupils remember what they have learned. Leaders have identified the essential knowledge that they want pupils to know in all subjects.

They make timely checks on what pupils can remember.

The curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Leaders have deliberately planned when pupils are introduced to new skills and knowledge.

Pupils enjoy learning and are keen to learn more. As a result, they are achieving success in subjects previously not seen as important. In music, for example, leaders have made careful choices about which instruments pupils learn to play.

This ensures pupils have the necessary skills to be able to play a more difficult instrument in future years.

Reading is given high priority. Children start learning letter sounds as soon as they start school.

Expertly trained staff have the skills to teach phonics well. In Year 1 and Year 2, adults build pupils' knowledge in appropriate steps. Reading is well planned and sequenced to build pupils' knowledge of sounds over time.

When pupils fall behind, adults spot this quickly and support them to catch up. The books pupils read are matched to the sounds they know. This means they are confident and motivated readers.

Older pupils talk enthusiastically about stories they have listened to and authors they know. They love using their whole school library regularly. It is attractive and well organised.

The mathematics curriculum is ambitious. It is coherently sequenced and has made clear the important information pupils need to learn. Teachers build upon this in later years.

Pupils could talk confidently about their learning in mathematics. Pupils demonstrate a wide range of mathematical knowledge and competence from an early age.

Children in the early years enjoy learning in welcoming and attractive spaces that prioritise language, reading and number.

Children quickly become curious learners, enjoying the activities staff plan for them. Staff develop children's knowledge, understanding and skills well. While playing, children develop their social skills as well as their ability to read, write and count.

This makes learning fun for all.

Pupils with SEND are well supported by staff. Pupils' needs are identified early and specific actions are agreed to help pupils progress.

The support is well planned and managed. Parents of pupils with SEND are full of praise for the work the school does. Frizinghall is a very inclusive school.

Pupils are proud to contribute to school through the jobs they do, such as safety ambassadors or friendship buddies. Staff celebrate pupils' success in and out of school. Before COVID-19, leaders offered a wide range of after-school opportunities.

Parents and pupils want to see these return. Leaders have ambitious plans to provide opportunities that exceed pre-COVID-19 levels.

Senior leaders, including governors, have been clear in their ambition for the school.

This determination has been instrumental in the great improvements seen since the last inspection. Leaders have galvanised the school community, harnessing the talents of staff. Subject leadership is now significantly developed.

Some leaders recognise there is more work to do to develop their plans and actions for improvement.

Governors know the school very well and hold leaders to account effectively. Governors make their own professional development, and that of the staff, a priority.

Regular checks on staff workload and well-being are made by leaders.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is a key priority for all staff.

Leaders ensure that staff have had all the necessary training that they need. Staff are vigilant to risks that affect their pupils. This includes staff knowing the specific risks in the local area.

Staff quickly identify pupils who may be at risk and take appropriate action when required. Leaders follow up safeguarding issues appropriately. They work very well with external agencies and families to support pupils who need help.

Pupils are taught to keep safe in a range of situations, including when using the internet or social media. The school hold events to inform pupils of these risks and how to manage them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all subject leaders monitor the impact of their curriculum plans and actions with enough rigour.

As a result, leaders do not have the information they need to make improvements to their curriculum area. Leaders need to ensure that the pockets of stronger subject leadership are shared. All subject leaders need to receive time and support to monitor and evaluate the impact of their curriculum.