Highweek Community Primary and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Highweek Community Primary and Nursery is a friendly and welcoming school. The culture of expectation is high.

Staff encourage all pupils to be the best they can be, including those pupils with special educational needs and/or disabilities (SEND). As a result, pupils learn well in this inclusive school.

Pupils take part in a range of planned activities, which broaden their life experiences before they leave school at 11, including having a role of responsibility.

For example, pupils gain leadership skills by taking on roles such as mental health advocates, supporting other pupils in the playground and around the school. Pupils say that the school really cares... about mental health. Pupils take part in many trips to widen their knowledge.

They also take part in sporting and musical after-school clubs, such as futsal and dance.

Pupils form positive relationships with staff and peers. Adults deal with bullying effectively.

As a result, bullying is rare, and pupils say they feel safe. They trust staff and have confidence in them. Pupils say that if bullying occurs, adults sort it out quickly.

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

Leaders have designed an ambitious curriculum. Within this, they identify what pupils need to learn carefully. In most subjects pupils learn well.

Teaching challenges pupils to think about what they have learned. Precise questioning and high expectations ensure that pupils learn well. Staff make regular checks on what pupils know.

For example, in music, pupils can recall what they have learned about musical terms. This helps them learn new topics. However, in a small number of subjects, the curriculum is new.

The sequencing of the curriculum is not as fully developed.

Reading is a high priority across the school. Well-trained staff teach phonics using an effective curriculum.

Pupils who are falling behind get the help that they need to catch up. Phonics teaching begins as soon as children start in Reception. Books are carefully matched to the sounds pupils know.

This helps them become fluent and confident readers.

Leaders have created a culture of reading for pleasure. Pupils enjoy reading and share book recommendations with each other.

Pupils act as school librarians, helping staff to run the school library.

In the early years, children learn routines and follow the school rules. They engage well with the activities staff provide.

For example, children enjoy finding out about minibeasts in the outside area, recording what they find on clipboards. Leaders have planned the early years curriculum to ensure that children are ready for Year 1. There is a focus on developing language.

Pupils learn the language they need to move on to more complex ideas as they move through the school.Staff support pupils with SEND effectively. Leaders check how well teaching is helping these pupils to be successful.

Adults make suitable adaptations to the curriculum. As a result, these pupils achieve well.

Leaders have introduced a new approach to managing behaviour.

Staff act on leaders' high expectations and work together to apply the school's positive behaviour policy. Pupils rarely disrupt the learning of others. However, a small minority of parents and carers do not feel fully informed about how the school deals with behaviour.

Leaders provide a range of opportunities to widen pupils' experiences. Pupils who entered a national poetry competition came first and second. The school won a workshop with a well-known children's author, which pupils talked passionately about.

Pupils' spiritual, moral, social and cultural development is promoted effectively. Members of local religious groups visit the school to help pupils learn about different cultures and diversity. Pupils gain an understanding of respect, tolerance and the principles of equality.

For example, pupils know that it is important that people are treated equally. The school's pastoral team provides high-quality care and support for pupils, including for their emotional health and well-being.

Governors and leaders work well together.

Governors are supportive and know the school well. Governors have not shied away from difficult decisions and seek support where necessary. Staff say that leaders, including governors, consider their workload and well-being.

Governors visit the school to assure themselves of the impact of leaders' work.

Safeguarding

The arrangements for safeguarding are effective.

The culture of safeguarding at this school is robust.

Leaders ensure that all staff complete the necessary training on how to identify when a pupil could be at risk. Staff know pupils and their families well. When safeguarding concerns are identified, staff pass these to leaders and timely action is taken to support pupils to get the help they need.

Leaders are tenacious in following up on referrals to external agencies.

Pupils learn how to keep themselves safe when online. They understand how to raise concerns with a trusted adult.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the revised curriculum is not yet fully embedded. As a result, pupils do not build on their prior knowledge as well as they could in these subjects. Leaders need to ensure that the curriculum is implemented as intended so pupils know and can do more.

• Some parents raised concerns that leaders do not communicate with them well enough. As a result, parents do not understand changes and improvements in the school. Leaders need to ensure that they have effective communication with all stakeholders.

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