George Fentham Endowed School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very proud of their school.

They are happy and enjoy their learning. Many pupils speak positively about the subjects they study. Their behaviour is exemplary.

Pupils demonstrate the school's core values, 'ready respectful and safe'. Pupils feel safe and know there are numerous adults they can go to if they feel worried.

The school teaches character development explicitly from Nursery onwards.

It develops throughout pupils' time in school. Pupils respect differences locally and in the wider world. They celebrate diversity through the role models they study, for example, during Black History Month.

The school is very ambitious for a...ll pupils to do well, including those who face challenges. Consequently, standards in reading, writing and mathematics are rising. Reading is prioritised from the moment children join nursey.

They are very well prepared to start in Reception.

Pupils thrive on taking responsibilities, such as door monitors supporting others at breaktimes. They appreciate trips to support their learning, for example Coventry cathedral to see the impact of the bombing of the Second World War.

They appreciate the many clubs and activities, including 'jet dance' and a visit to the theatre to see the ballet.

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

The school has designed a curriculum tailored very well to their needs. Leaders are very highly ambitious for pupils to do well.

Plans are sequenced to allow pupils to build on prior learning. Children in early years are exposed to challenging vocabulary, for example, when are learning about kings, queens and castles. This prepares them very well for their future studies of monarchs, such as Elizabeth I and Queen Victoria.

In art, the curriculum content follows a systematic progression, to enable pupils to acquire the intended knowledge and skills. Teachers have the necessary knowledge they need to teach the full range of subjects.

Adults teach the phonics programme consistently well.

Children get off to a very rapid start when reading in Nursery, so they are very well prepared by the time they enter Reception. The school provides effective support for those not meeting the phonics standard in Years 1 and 2, or who are not yet fully secure. This means pupils are developing the confidence and knowledge they need to be fluent readers.

Pupils' attainment in mathematics is not yet as strong as in reading and writing. This is improving following the introduction of a revised approach, which has helped leaders devise a curriculum which is coherently planned.

Teachers check pupils' understanding through suitable targeted questioning and ongoing checking of work.

However, on occasion, pupils struggle to recall information previously taught, and teachers do not pick up on their misconceptions and mistakes quickly enough before moving on with the learning.The school has very effective systems in place to identify pupils with special educational needs and/or disabilities (SEND), which start right away in early years. These pupils are well integrated into lessons.

Effective additional support helps them to catch up with learning. Suitable adaptions to the curriculum enable them to achieve the same learning objectives as the rest of the class, including in the early years.

The school has created a very positive and purposeful environment in lessons, including in early years, where pupils are extremely clear about the high expectations for behaviour.

Pupils know that adults encourage them to develop their independence. This was apparent in lessons, including in the early years. Attendance is high and improving.

The school is relentless in following up on any absence to ensure pupils are in school regularly.

The school is rightly proud of how it promotes pupils' personal development exceptionally well. It successfully ensures that pupils are ready for learning, respect others and are safe.

This culture is evident throughout the school, starting from Nursery. Pupils have a very strong appreciation of fundamental British values. They demonstrate this in their very positive relationships with each other.

Pupils readily take on additional roles, such as being a librarian and being part of the eco-group, school or online safety councils. Pupils enjoy a wide range of activities, including football, choir and reading clubs. Take up of clubs is especially high for disadvantaged pupils and those with SEND.

Pupils were particularly appreciative of a trip linked to their study of the Stone Age, which brought their learning to life. Pupils have a very good knowledge of people from other faiths and different backgrounds to their own.

Staff are very appreciative of the exceptional way the school considers their welfare and workload.

They talk positively about recent changes to the way in which the school records the progress that pupils make across the curriculum and how this significantly supports their work-life balance.

Governors' top priority is the welfare of all staff. They have a very wide range of expertise and knowledge, which they use extremely effectively to challenge and support leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not check well enough what pupils remember in some subjects. Subsequent learning does not take into account pupils' prior knowledge.

As a result, some pupils do not build their knowledge well over time. This slows their progress across the curriculum. The school needs to ensure that teachers check what pupils know and remember across all subjects, and use this to inform future learning.

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