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Pupils are happy at Goodyers End Primary School. They have warm relationships with the adults in school.
Pupils know that having 'big hearts and open minds' will help them to learn well and be kind to others.
Leaders have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils achieve well and are ready for the next stage of their learning.
The school is highly inclusive, and pupils recognise the rights of all individuals. They are tolerant and understanding towards their friends who have additional needs. Pupils talk proudly about how their school meets the needs of all.
Adults deal with bu...llying effectively. Pupils feel safe and they know who to talk to if they have a worry.
Pupils take on many roles and responsibilities.
These include prefects, school councillors and reading buddies. Pupils know that they can make a difference in school because adults listen to them. For example, leaders considered pupils' opinions when they changed lunchtime arrangements.
All pupils vote for which plants to add to the flowerbeds. Pupils take part in many trips, including sporting and musical experiences. They attend a wide range of clubs such as netball, reading and sewing.
What does the school do well and what does it need to do better?
Leaders have designed an ambitious and well-structured curriculum. They have organised the knowledge that they want pupils to learn into sequenced steps. In most subjects, leaders check that teachers deliver the curriculum as planned.
Leaders use assessment well to identify gaps in pupils' learning. Staff use this information to help pupils catch up. This ensures that pupils remember what they have learned.
However, in a few subjects, leaders do not check how effectively the curriculum is implemented. This means that some staff have not had all the support they need to deliver the subjects in the way leaders intend. This means that some pupils do not learn as well as they should.
There are high numbers of pupils with SEND. Staff receive training to ensure they identify and support these pupils effectively. Leaders regularly check how well teaching is helping pupils with SEND to achieve and become independent.
Adults make adaptations to the curriculum and help pupils to manage their behavioural needs well. Leaders ensure that additional support is carefully timetabled so that pupils do not miss learning in other areas of the curriculum. As a result, these pupils achieve well.
Pupils with significant needs benefit from specialised and bespoke support which is effective.
Reading is prioritised, and most pupils become fluent readers by the time they reach Year 6. Older pupils talk about their love of reading and the books that teachers read to them.
They say, 'We read because we want to, we need to and we know how.' Pupils who are falling behind get the help they need to catch up. However, the scheme for early reading is not always being taught in the way it is intended.
As a result, some younger pupils are not learning to read as well as they could.
Leaders have recently introduced a new approach to behaviour. They have high expectations for behaviour, and most pupils meet these.
Records show that incidents of poor behaviour have reduced. Pupils behave well in classrooms. They rarely disrupt the learning of others.
In Reception, the youngest children work and pay cooperatively together.
Pupils who exhibit some challenging behaviours are supported skilfully by well-trained adults. Leaders have put in place effective nurture provision such as 'The Den' and 'The Hideout'.
Leaders ensure that there is high-quality pastoral support to support pupils' mental health and well-being.
Leaders provide a range of opportunities to widen pupils' experiences. For example, pupils visit different places of worship.
This encourages pupils to be curious and respectful of views and lifestyles that are different from their own. Visitors with different jobs meet the pupils during 'aspirations week'. This helps pupils to recognise the possibilities for their own future careers and raises their ambition.
Effective work to develop character starts in the early years where children learn to share and have happy minds. Children practise breathing techniques to manage their emotions and learn to become resilient learners.
Parents and carers are mostly positive about the school.
They appreciate opportunities to attend class assemblies, visit phonics sessions and go to the Book Club café. However, some parents feel that communication with the school could be more effective. Sometimes they do not feel fully informed about how the school deals with behaviour issues and bullying.
Staff say that leaders are mindful of their workload and well-being. They feel well supported and are proud to work at the school.
Safeguarding
The arrangements for safeguarding are effective.
Leaders provide staff with up-to-date safeguarding training. Adults know how to spot concerns about pupils' welfare. Staff report any concerns quickly and leaders take swift action to keep pupils safe.
Leaders are prompt and persistent in getting outside agencies involved to support families.
Pupils know how to keep themselves safe. They know to talk to trusted adults if they have any worries.
Pupils learn how to stay safe online and when out and about in the community.
Leaders ensure that all staff undergo the required pre-employment checks.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Leaders have not ensured that all staff follow the school's early reading curriculum as it is intended.
As a result, some pupils are not learning to read as well as they should. Leaders should ensure that all staff receive the training and support they need to enable them to deliver phonics effectively. ? Some subject leaders are still developing aspects of their leadership skills.
They do not always provide appropriate support for teachers to enable them to deliver the intended curriculum consistently well. Leaders need to provide subject leaders with training, time and support to lead their subject effectively and provide support for their colleagues. ? Communication between home and school is not always as effective as it could be.
Some parents are not clear about how the school deals with behaviour and bullying. They are concerned that leaders do not respond to issues raised in a timely manner, and they do not feel fully informed. Leaders should ensure that they engage well with parents, share information effectively and improve communication between home and school.
