Great Sampford Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, and children in early years, flourish at this welcoming school.

There is a deep sense of togetherness. Pupils show care and consideration towards each other. They enjoy spending time together and playing with their friends at breaktimes.

Pupils who are new to the school are supported to settle in quickly.

Relationships between pupils and staff are strong. Adults expect the very best from pupils.

They respond to these high expectations by working hard in class. Pupils know that staff care for them. Leaders deal with any concerns that are raised by pupils quickly and effectively.

This includes any incidents of bullying. Pupils value th...e support that staff provide, particularly with their emotional health and well-being. Pupils feel safe.

Pupils, including those with special educational needs and/or disabilities (SEND), play an active part in school life. Pupils enjoy the extracurricular clubs on offer. They enjoy the roles and responsibilities they have and the fact that they are helping to improve the school.

Parents and carers are a valued part of the school community. They appreciate the support that their children receive. Parents know that they can approach staff if they have a concern and that they will listen and take action.

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

Leaders have worked together to develop an ambitious curriculum that meets the needs of all pupils. In most subjects, they have identified the small steps that help pupils to develop their knowledge over time. However, in some subjects, leaders have not identified the knowledge that they want pupils to learn in sufficient detail.

This means that, occasionally, some pupils' learning does not build securely on what they know already.

Reading is central to the school's curriculum. Teachers teach the reading curriculum well.

They inspire pupils to develop a love of reading. Pupils read regularly at home and enjoy sharing stories throughout the day. Pupils have access to an increasingly diverse range of texts in school.

This contributes towards most pupils becoming confident and fluent readers.

Leaders are implementing a new phonics programme well. Children in the Reception class begin to learn the connections between sounds and letters as soon as they start school.

Staff check that pupils are learning their letter sounds. They provide high-quality support for any pupils who struggle, so that they quickly catch up with their classmates.

On occasions, some younger pupils' reading books do not match their phonic knowledge.

These pupils, who struggle with reading, find their books too hard to read. This means that they cannot apply what they know about phonics to develop fluency in their reading. Leaders recognise this variability and are addressing it.

There is ongoing investment in good-quality books that are matched to pupils' abilities.

Teachers have secure knowledge of the subjects they teach. They explain new concepts clearly to pupils.

Leaders have considered when pupils will revisit key concepts to ensure that this builds on what pupils have learned before. Teachers check what pupils know and remember. They use this information to adapt lessons to meet the needs of pupils.

Pupils know that getting things incorrect or having time to improve their work will support their learning.

Leaders have designed systems to identify and support pupils with SEND effectively. Leaders are determined that these pupils will experience the same ambitious curriculum as their peers.

Teachers make appropriate adaptations to the delivery of the curriculum to help these pupils to succeed. Many parents told inspectors how they value the personalised support that staff provide for pupils with SEND to ensure that pupils are successful and achieve well.

Pupils settle quickly whenever they join the school.

They value and respect each other. Most behave well and have positive attitudes towards learning. Pupils can usually learn without disruption, listening and responding well to teachers' instructions.

Pupils enjoy taking responsibility in class and across the school. This helps them to become mature, independent members of the school community.

Leaders extend pupils' learning beyond the classroom.

Pupils are involved in a myriad of experiences that prepare them well for life in modern Britain. For example, the election of the school council and house captains helps pupils to understand democracy. Pupils know about the importance of exercise and mental health.

Leaders ensure that pupils learn about healthy relationships in an age-appropriate way.

Staff well-being is a priority for leaders. Staff see themselves as being part of one team, working together for the success of everyone.

Governors have a clear and accurate understanding of the school's strengths and priorities. They use this information well to both challenge and support leaders.

Safeguarding

The arrangements for safeguarding are effective.

This school has a strong culture of care. Leaders provide regular training for staff and governors. They check that staff know how to spot and report pupils who are at risk.

Governors maintain a keen oversight of the effectiveness of leaders' arrangements to safeguard pupils. They are involved in employing new staff and ensure that the school follows the appropriate procedures for safer recruitment.Pupils are clear about whom to speak to if they have a concern.

The curriculum provides opportunities for pupils to learn how to stay safe. Pupils understand how to keep themselves safe, including when learning online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of younger pupils who have difficulty with reading find their reading books too hard to read.

This prevents them from applying their knowledge of phonics successfully and means that they are unable to read with fluency. They do not learn to read as well as they could. Leaders should ensure that they enable these pupils to develop their reading fluency more securely by providing them with reading books that more closely match their phonic knowledge.

• In a small number of subjects, leaders have not precisely identified the essential knowledge that they want pupils to learn. As a result, some pupils' learning in these subjects does not build on what they have learned before. Leaders should finalise the design of the curriculum in these remaining subjects, so that teachers are clear about the knowledge pupils should know and remember.

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