Great Binfields Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this welcoming school.

Leaders have created an inclusive and nurturing environment. They make sure that values such as respect, cooperation and honesty are at the centre of everything they do. As one parent stated: 'This is a really supportive school.

Staff genuinely care and want the best for every child.'

Pupils behave well around school and in lessons. They play well together at breaktimes, keeping active by using the rich range of outdoor equipment provided.

Pupils show high levels of consideration towards each other. They speak confidently about the importance of respecting and understanding others in society.

Relat...ionships between pupils and staff are positive.

Pupils say that they feel safe at school. On the rare occasions that bullying happens, this is addressed promptly by staff. In addition, pupils have a clear understanding of how to get help from trusted adults in school.

Pupils have many opportunities to nurture their talents, through attending a wide range of clubs including French, rugby and computing. Pupils learn about the importance of healthy eating and keeping fit. For example, children in Reception learn that fruit and vegetables are good for them, and pupils in Year 6 know how exercise keeps the heart healthy.

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

Leaders have designed a broad and ambitious curriculum. All pupils, including those with special educational needs and/or disabilities (SEND), learn a wide range of subjects. In all subjects, leaders have identified the skills that pupils need to learn right from the start of Reception.

In some subjects, for example music and art and design, the important knowledge that pupils need to learn is also identified and builds in a clear sequence over time. In music, Year 6 pupils can read and compose music confidently. They can do this because their knowledge has been thoughtfully developed throughout their time at the school.

However, this is not consistently the case in all subjects. In some subjects, for example in history, the important knowledge that pupils need to learn is not yet identified in full. In this subject, there is too much emphasis on teaching skills rather than developing pupils' knowledge of the past.

Teachers' understanding of how to support pupils to remember their learning is not consistently strong across the curriculum. Tasks teachers design, while very exciting, do not always enable pupils to build, strengthen and recall knowledge securely. This means that, sometimes, pupils remember what they have done but not always what they have learned.

As a result, pupils do not always achieve as well as they could.

Leaders prioritise reading. Themed reading weeks encourage pupils to love reading.

Teachers read to pupils daily. Children are taught phonics from the start of Reception, using a rigorous programme. Pupils read books that are matched to the sounds they have learned.

Pupils who are at risk of not keeping up with the reading programme receive targeted intervention from suitably trained staff. This ensures that pupils are supported well to learn to read.

Leaders are ambitious for all pupils with SEND to achieve well.

Leaders use effective strategies to identify pupils' specific needs and ensure that appropriate resources are made available so pupils can learn effectively. This includes enabling pupils who attend the specialist provision for visual impairment to spend as much time as possible learning alongside their friends in class.

Leaders have established a calm and purposeful environment for learning in all year groups.

Pupils are motivated to learn, and appreciate adults' clear and consistent behaviour expectations. Children in Reception are well cared for. Staff are kind.

They interact well with children, encouraging their learning through play. Sometimes, a few children in Reception struggle to focus on learning. However, when staff address this, most children respond quickly.

Work to support pupils' personal development is carefully considered. Leaders ensure that all pupils are prepared well for life in modern Britain. They are particularly proud of their work to develop pupils' understanding of different cultures in the UK, including raising awareness of more marginalised communities.

Leaders have also sought to raise aspirations and challenge stereotypes by planning learning experiences about a range of successful people from diverse backgrounds.

Leaders and governors work well together to continue to improve the school. Governors know the school well and share leaders' high ambitions for pupils' achievement.

Governors have clear systems in place to challenge leaders about the quality of education on offer at the school. Staff are proud to work at the school. They feel well supported by leaders to manage their workload and to do their jobs well.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a strong culture of vigilance. There are clear and comprehensive systems in place to identify pupils who are at risk of harm.

Record-keeping is thorough and systematic. Leaders readily seek advice and support from other professionals when necessary. They deal with concerns swiftly to ensure that pupils and their families get the help and support that they need.

Pupils feel safe in school and know where to go for help if they need it. Leaders have worked with a range of agencies to educate pupils about keeping safe. This includes learning how to keep themselves safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the essential knowledge that pupils need to learn is not clear. Series of lessons in these subjects do not enable pupils to make links between concepts securely enough so that they build knowledge systematically. Leaders need to complete and embed a coherently sequenced curriculum from Reception through to Year 6 for all subjects.

• Teachers' pedagogical and pedagogical content knowledge are not consistently strong. Teachers do not always design activities that enable pupils to transfer knowledge into their long-term memories, meaning not all pupils learn as well as they could. Leaders need to strengthen teachers' pedagogical and pedagogical content knowledge to ensure that pupils learn and remember the intended curriculum effectively.

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