Henley Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy here.

This is because the school is a calm and friendly place. Pupils learn how to be polite. They put this into practice and show how they care for each other and the school.

For example, they follow routines quickly to tidy up. Pupils know that staff are there to help them if they feel unsure or worried.

A typical day involves opportunities to delve into a book.

This is because teachers have high expectations that pupils should learn detailed and connected knowledge. Pupils quickly learn to read, and staff read interesting books in lessons. For example, in history, stories give pupils a fascinating insight into how people lived in ...the past.

As a result, pupils make connections between different topics, learn new vocabulary and find new interests.

The school provides wide and varied opportunities to develop pupils' character. For example, pupils participate in art competitions and hone their focusing skills in the yoga club.

Pupils can learn about conducting a small orchestra. They learn important character traits such as being resourceful. Pupils relish these experiences, which give them the confidence to learn new things.

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

The school's curriculum is well sequenced. Recent work to improve the writing curriculum has made a positive impact. For example, pupils have noticed that they are now better at spelling.

Teachers are subject experts and teach with enthusiasm. They help pupils to understand new concepts well and act quickly to address any misconceptions. As a result, pupils develop a rich and connected understanding of the past and the wider world.

Teachers work closely with support staff. They check frequently how well pupils learn the curriculum. Occasionally, adaptations to support pupils' additional learning needs vary in quality.

As a result, some pupils do not learn as well as they could. The school is addressing this with a new system of checking curriculum implementation.

In the Reception Year, staff support children initially to notice individual sounds.

They move quickly on to teaching children the sounds that letters make. Staff use their expertise to help children and pupils to develop their reading fluency and confidence. Pupils who need to catch up receive plenty of support.

Staff ensure that pupils' early reading books match their stage of learning. They also introduce pupils to a range of literature that complement the curriculum.

The school identifies accurately the needs of pupils with special educational needs and/or disabilities (SEND).

Staff work closely with parents and carers to understand more about their children's particular needs. Parents appreciate the way that the school helps their children to overcome barriers to learning. Pupils with SEND access the full curriculum as well as opportunities for enrichment, such as trips and clubs.

Staff in the early years are experts in child development and know children's interests and needs. They help children to learn important routines such as how to line up. As a result, children listen carefully to adults' instructions.

This helps children to keep safe, share with one another and learn more. Staff make sure that every child has an opportunity to practise key skills, sing songs and listen to stories. Occasionally, teaching does not sufficiently help children to avoid mistakes when they first learn how to write.

Staff quickly spot errors and help children to catch up promptly.

The school encourages pupils to behave well. Staff praise and reward pupils for showing care and effort.

As a result, pupils concentrate in lessons and listen carefully to teachers. If pupils occasionally say something hurtful, the school supports pupils to make amends and make friends again. The school works closely with parents to help pupils to attend as regularly as possible.

Pupils learn about relationships, personal safety and respect for others' beliefs. The school provides a wide range of enrichment opportunities, both in and out of school. The way that the school teaches pupils about character helps pupils to develop their resilience, confidence and curiosity.

Pupils appreciate the school's focus on character development. It is, in the school's and pupils' views, an important part of pupils' educational experience.

The trust aptly supports the school to focus on the quality of education and staff and pupil well-being.

Staff make use of the trust networks of support to enhance their knowledge of, for example, subject teaching and the finer points of safeguarding best practice. Staff feel and are supported well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the early years, the school's focus on children's early transcription knowledge is not sharp enough. As a result, some children make errors in their written communication when they first learn this knowledge. The school should support staff to improve children's initial experiences of written communication, so that children become successful in this area from the start.

• Sometimes, adaptations to support pupils' additional needs vary in quality. As a result, some pupils do not learn as well as they could. The school should continue to support staff to apply the school's teaching methods consistently and make sure that all pupils learn the curriculum effectively.