Gunness and Burringham Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school's ambition for all pupils to be 'agents of change' is at the core of everything it does. There are exceptionally well-planned opportunities that allow pupils to make a positive difference. For instance, pupils have recently launched a community telephone box project where they make items, such as remembrance poppies, for members of the public.

Staff ensure that each pupil is considered in everything they do. Staff know and understand pupils' needs. Staff and pupils have immensely positive and nurturing relationships.

Pupils benefit from a school culture of care. For example, each week pupils identify a deserving peer to receive a recognition for kindness. T...his motivates pupils to behave well.

Pupils show high levels of respect. They demonstrate understanding and acceptance of difference. Pupils are able to support their peers because their own emotional needs are met.

They do this through their well-being ambassador roles.

Pupils develop high aspirations and show consistently positive attitudes to learning. In class, they respond effectively to the high expectations that the school has of them.

Pupils listen attentively to their teachers as well to as each other. The majority of pupils achieve well.

Pupils are happy and safe.

They are extremely proud to be part of their school and have high attendance.

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

Since the last inspection, the school has worked effectively to further improve behaviour, attendance and how it promotes pupils' personal development. It has also taken steps to develop the curriculum.

The school has identified the key knowledge that it wants pupils to know in all subjects. It has thought carefully about how to design the curriculum for mixed-age classes so that it builds progressively over time.

Subject leaders are well trained and have the subject knowledge they need to support staff.

Teachers explain and model new content effectively. They use questions well to support pupils' learning and to check understanding. Most pupils develop secure knowledge.

However, in some wider curriculum subjects, there is not a clear enough link between activities undertaken in lessons and the intended learning. This means that some pupils are not appropriately challenged or able to show their curriculum understanding within their written work.

Phonics teaching begins as soon as children join Reception.

Staff teach phonics effectively. Most pupils keep pace with the programme and soon become competent, fluent readers. Those who do not keep up with the programme get the support that they need to catch up.

The school has taken successful action to encourage pupils to read for pleasure. The school invites parents and carers to take part in reading activities such as 'books and biscuits' events. These events are well attended.

However, the school does not provide sufficient opportunities for pupils to practise letter formation and the sounds that they have learned in their writing. Occasionally, this hinders pupils' writing fluency because they move on to new learning before they have secured the essential steps that come before it.

Clear systems are in place to identify pupils with potential special educational needs and/or disabilities (SEND) quickly.

Staff are adept at meeting pupils' needs by adapting their input as needed. Pupils with SEND typically achieve well.

In the early years, the curriculum is designed to match children's interests and to prepare them well for key stage 1.

Children learn routines and appropriate behaviour quickly. Staff support children to become independent. For instance, children choose their own snacks and are responsible for washing and drying equipment.

Children also select their own resources to use across the provision. The learning environment in the early years is well designed to capture children's interests and stimulate their curiosity.

The school's work to develop pupils' personal development is exceptional.

The school has carefully constructed opportunities to develop pupils' spirituality. For example, pupils have developed calming areas, such as under the willow tree in the playground. These support pupils in regulating their own well-being.

Pupils have secure knowledge of faiths and cultures that are different to their own. Through communication with a link school in Tanzania, pupils develop an understanding of diversity. Pupils enjoy and excel in the roles and responsibilities offered to them.

This is because they have the confidence to take assertive action. For instance, the school gardeners have developed their own risk assessment for the tools they use.

Pupils' behaviour is exceptional.

The school begins these high expectations in the early years, where children are focused on their learning and resilient in the face of challenges. Pupils are determined to do their best each and every day.

Many parents have confidence in the school and its leaders.

Leaders do all they can to support families. Governors' range of expertise, combined with frequent visits to school, ensures they offer the right level of support and challenge. Leaders are especially mindful of staff workload.

They do all that they can to provide support. Staff enjoy working at the school and feel valued.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school does not provide sufficient opportunities for pupils to practise both letter formation and the sounds that they have learned in their writing. This hinders some pupils' writing fluency as they move on to more complex content before they are ready.The school should consider how pupils practise components in early writing so that they can become fluent and confident writers.

• In the wider curriculum, lesson activities are not consistently well matched to pupils' needs or what the school wants pupils to know and understand. As a result, some pupils are not sufficiently challenged by work or able to secure this understanding over time. The school needs to ensure activities are carefully considered in order to make sure that they meet the needs of pupils and support them to achieve well.

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