Ide Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff are proud to be part of Ide Primary School. Parents describe it as a 'small school with a big heart.' Pupils say that 'everyone has a voice and a place in this school.'

Pupils are happy and attend school regularly.

The school has high expectations for all pupils. Pupils follow the school's values in all that they do.

This begins in the early years, where children learn to work together as a team. In lessons, pupils focus on their learning and succeed. During break and lunchtimes, pupils of all ages play well together.

This makes social times harmonious and enjoyable for all.

The school ensures that pupils are well prepared ...for life outside of Ide. Pupils respect difference and are curious about the world.

They learn to keep themselves safe, including when online. Pupils trust adults to help them if they have a worry. As a result, pupils feel safe.

Pupils enjoy the many opportunities the school provides to develop their wider experiences. They understand the importance of being a responsible citizen. Pupils particularly enjoy singing to adults in the local memorial hall.

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

The school is aspirational for all pupils. This begins in Nursery Year, where children ask questions, take turns, and learn the importance of perseverance. This supports children to become resilient and independent learners.

The strong focus on developing children's communication and language provides a secure foundation for children to learn to read. Reading is a priority for the school. This begins in Reception Year.

The focus on reading continues into key stage 1. Staff's subject knowledge is strong and secure. They quickly identify any pupil who is at risk of falling behind.

Additional support from adults helps these pupils to catch up quickly. The books that pupils read match the sounds they know. This helps them to read with increasing fluency and accuracy.

Older pupils read and listen to a carefully selected and wide range of diverse books. They talk about their favourite authors and stories with enthusiasm.

The school's curriculum is ambitious.

In some subjects, it identifies the small steps of knowledge pupils need to learn and by when. This begins in the early years. Children learn about two-dimensional shapes.

This supports children in key stage 1 to use accurate mathematical vocabulary to describe the properties of shapes. Older pupils use their knowledge of multiplication tables in order to find factors of numbers. Adults support pupils with special educational needs and/or disabilities effectively.

Adaptations made for these pupils ensure they can access learning and progress well through the curriculum.

In some wider curriculum subjects, however, the school has not identified the precise knowledge it wants all pupils to know and remember. In these subjects, pupils do not build their knowledge well.

For example, in history, pupils struggle to recall their learning about periods of time they have studied in the past, such as the Stone Age.

Some subject leaders are new to their role. They do not yet have an accurate insight into how assessment informs them of what pupils know and can do, as well as future curriculum design.

This means that, where there are gaps in pupils' knowledge, they are not addressed.

The school places a strong emphasis on pupils' wider development. Pupils learn about the importance of respect and boundaries.

This helps them to understand healthy relationships. Pupils know that everyone is equal. They treat each other and adults with respect.

Lessons are generally calm and purposeful.

Through the curriculum, pupils learn about world faiths and cultures. They understand different religious festivals and know that tolerance and acceptance are important.

Pupils learn about how the past has shaped the present. They can explain the impact of war and peace, as well as different leadership styles. Through a democratic process, pupils are elected to leadership roles.

They are proud to be sports leaders, librarians, and members of the school council.

The school provides many opportunities for pupils to develop their talents, which are celebrated in assembly each week. Pupils enjoy the range of clubs the school offers, including dodgeball, science and gymnastics club.

They learn about the importance of keeping fit and healthy. Inspiring visitors, such as representatives from the local rugby club, enhance this learning and talk to the pupils about their own achievements.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the precise knowledge the school wants pupils to know and remember has not been identified. This means that pupils' knowledge does not build well over time. The trust needs to ensure that key knowledge is identified and embedded into pupils' long-term memories.

• The school does not use assessment information well in some subjects. It does not have an accurate understanding of what pupils know and remember. The trust needs to ensure that the school uses assessment information to inform future curriculum design and address gaps in pupils' knowledge.