High Littleton CofE VC Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love coming to this school.

It is a hive of activity where all have a shared sense of purpose. Pupils feel safe and welcome. They thrive academically and socially.

Pupils meet the high expectations that school has of them. They are keen to learn as much as they can, eagerly contributing to lessons and the wider school. Pupils are respectful of staff and peers.

All ages work and play together harmoniously. They are kind to each other and know how to manage their feelings.

Pupils' lives are enriched by experiences such as outdoor education and participation in live theatre and music.

Leadership roles, sporting competitions, creative eve...nts and a vast array of clubs provide pupils with a multitude of opportunities to develop their interests, talents and character.

Personal development is integral to all aspects of the curriculum. For example, class reading books expose pupils to the experiences of people whose lives are different from their own.

Pupils have a strong appreciation of the challenges that some people face due to things such as their gender or race. They admire the positive contributions made by those who have challenged injustice or have come to Britain from other countries.

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

Pupils achieve well.

They consistently produce work that is of high quality. Pupils are proud of what they achieve and are eager to make their work even better. They make connections between subjects.

This helps them to they gain a deep knowledge across the curriculum.

The school identifies pupils with special educational needs and/or disabilities (SEND) promptly. Teachers adapt the curriculum to ensure that pupils with SEND make the best possible progress through the curriculum.

The curriculum is highly ambitious. It is well sequenced so that pupils can build on the strong knowledge they have gained in previous years. All aspects of the curriculum develop pupils' vocabulary.

Even the very youngest children use sophisticated vocabulary when talking and writing.

All staff explain new learning clearly and answer pupils' questions thoroughly. Pupils' understanding is checked carefully before they move on to more complex learning.

In early years, children develop their language and social skills as they complete the variety of exciting activities available to them. Pupils of all ages love the many opportunities to share their ideas and discuss learning. They are inquisitive and value the opinions of others and the knowledge of staff.

Pupils' behaviour is exceptionally positive. They listen attentively to staff and to each other. Learning is not interrupted or delayed.

Pupils concentrate on acquiring the new knowledge that staff intend for them to learn.

Children begin to learn letter sounds as soon as they start at the school. Staff are experts at teaching early reading.

Children at the early stages of reading have 'sharing' books that build their love of reading, as well as books that they can read themselves. Staff identify any pupil who is struggling to keep up with reading and provide highly effective rapid support. This means pupils rarely need help to catch up, because they do not fall behind.

Pupils have a strong understanding of democracy and the rule of law. They understand that it is important to treat everyone fairly and to value one another. They know that this underpins what it means to be a good citizen in modern Britain.

Pupils vote on many aspects of school life and their views are valued.

Pupils make a tangible contribution to their peers. For instance, pupils in Year 1 and Year 6 help new children to settle into the Reception class as role models or 'buddies'.'

Happy Helpers' support younger children with both social and practical skills at lunchtimes. Pupils are eager to help one another both in class, and around the school. Exceptionally strong relationships between pupils underpin the harmonious and supportive environment at the school.

Staff are universally positive about the school. Leaders support them by removing unnecessary workload. This enables them to focus on maintaining consistently high standards of education and pastoral support for pupils.

Governors and trustees have a clear understanding of the school's strengths and leaders' priorities for development. They have the expertise they need to support and challenge the school on its tireless journey to provide every pupil with the strongest possible foundations for their futures.

Safeguarding

The arrangements for safeguarding are effective.

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