Helmshore Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils come to school happy and ready to learn. They are proud to be a member of the Helmshore community.

Pupils feel safe and know that they have trusted adults in school who take good care of them.

The school has high expectations for pupils' academic success. Pupils enjoy what they are learning and they are keen to share their knowledge.

Most pupils achieve well across the curriculum.

Pupils' behaviour is exemplary. From the early years onwards, children and pupils come into school with a sharp focus on learning.

They live up to the school's motto of 'being the best that they are able to be'. Pupils demonstrate their excellent manners as ...they move around school and during playtimes. Adults ensure that they swiftly sort out any small problems, such as misunderstandings between pupils and their friends.

Pupils understand the importance of including everyone in their school. They work together to overcome stereotypes. For example, members of the pupil council have created information leaflets to illustrate the school's dedication to creating a happy and thoughtful school community.

Pupils delight in taking on additional responsibilities. They love to run clubs for other pupils. They take their playground buddy roles seriously.

Pupils enjoy the broad range of activities open to them. For example, pupils are keen to take part in the school musical. They also enjoy taking their singing into local care homes.

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

The school has designed a curriculum that is highly ambitious and meets the needs of all learners, including pupils with special educational needs and/or disabilities (SEND). The curriculum carefully links the requirements of the national curriculum with learning about the local area. Opportunities to learn about equalities and diversity are woven through the curriculum.

Teachers use their strong subject knowledge to design interesting and appropriate learning activities for pupils. They provide clear explanations for pupils. This helps pupils to gain a deep body of subject knowledge across the curriculum.

Teachers check as a matter of routine on how well pupils have learned and understood earlier curriculum content. Teachers are adept at identifying and addressing pupils' misconceptions when they arise. Pupils build a secure body of knowledge across different subject areas.

They achieve well.

The school has designed an exceptional curriculum for children in the early years. Children in the Reception Year are mesmerised by the work that they do.

They demonstrate their learning with articulate answers to questions. Adults skilfully use questioning to enhance children's learning of the curriculum. Throughout the early years, there is a sharp focus on ensuring that adults meet children's needs and interests.

There are no missed opportunities for children to learn. As a result, the children in the school get off to a flying start.

The early reading programme is effective.

It ensures that pupils make a strong start in learning to read. From the early years, children enjoy the high-quality texts that adults share with them. Children start to learn sounds and letters straight away in the Reception classes.

They read books that closely match the sounds that they have learned. As pupils move into key stage 1, they continue to build on this exceptionally secure foundation so that most become fluent readers by the time they leave Year 2. Pupils who struggle to keep pace with the phonics programme receive effective support from staff to help them to catch up.

Older readers relish the reading challenges that broaden their knowledge of different books and authors.

The school accurately identifies the additional needs of pupils with SEND. Staff make sure that pupils with SEND receive the support that they need.

Staff make appropriate use of external guidance and advice so that pupils' needs are met well. For some pupils, however, from time to time, the adaptations that some staff make to their delivery of the curriculum do not meet the additional needs of some pupils with SEND sufficiently well.

Pupils, including children in the early years, learn to work together.

They rarely need reminders about their behaviour. Pupils listen attentively to their teachers and follow instructions diligently. Staff regularly praise pupils for their superb behaviour and they take the time to explain why different learning behaviours are so important.

Pupils work cooperatively and successfully to achieve class rewards.

Pupils learn about how to be healthy and have active lives. They understand the risks that they may face and they know how to stay safe, including when they are online.

Pupils show a deep respect for people with different backgrounds, beliefs or faiths.

Pupils enjoy the opportunities that the school provides through enrichment activities. For instance, pupils are keen to take part in cookery, coding and sports clubs.

Pupils also appreciate the way that everyone is able to take part in different activities. For example, pupils understand that the school makes sure that everyone gets their turn to represent the school in sporting events. All pupils, particularly those with SEND, gain from such wonderful experiences.

The 'children's champions' play a key role in ensuring that pupils come to school every day and on time. Pupils attend regularly. The school's actions to reduce absence levels are effective.

Governors know the school well. They are dedicated to their roles. They challenge and support the school in appropriate measures.

The school supports the staff to carry out their roles effectively and staff feel appreciated. For example, leaders consult with staff to ensure that any refinements to policies do not have a negative impact on staff's workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On some occasions, staff's adaptations to the delivery of the curriculum do not meet the needs of some pupils with SEND sufficiently well. This means that these pupils do not learn the curriculum as well as they could. The school should ensure that staff are equipped well to adapt their delivery of the curriculum so that pupils with SEND learn all that they should.