Isleham Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this happy and welcoming school. They say, 'Everyone makes friends easily here.' Pupils enjoy positive and warm relationships with adults.

This helps to create a caring environment where pupils feel safe. Pupils respond well to the school's Christian values. They are confident and get on well together.

Leaders have high expectations, ensuring that pupils do well at school. Nurturing pupils' talents and developing their interests are important. Pupils take part in a range of activities, such as learning to play the recorder or a brass instrument.

Pupils have every opportunity to live the school motto 'Let your light shine'.Pupils work ha...rd in their lessons. They enjoy learning because teachers make it fun.

They listen to what adults tell them and take pride in their work.

Pupils understand the different forms bullying can take. They say that it is rare in their school.

Pupils are reflective about their behaviour. They look for ways to make things better by being kind and considerate to everyone. Parents are happy.

One parent, echoing the views of others, simply said, 'Just an amazing school.'

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

Leaders and staff share a determination to provide an ambitious curriculum for pupils. There is a collegiate spirit among staff, who work together to provide an effective education for all pupils.

Leaders have invested in high-quality professional development for all adults. As a result, staff are knowledgeable about how to teach and deliver the planned curriculum well.

Leaders and staff have worked together to design a suitable and ambitious curriculum.

Their plans clearly set out the important knowledge and skills that pupils will learn, term by term. In a few subjects, such as history, there is still more work to do. It is not as clear what pupils will learn across topics to help them build their knowledge and understanding so they get better at the subject in the long term.

Most of what children learn in the early years is well considered. However, leaders have not fully considered what children will learn in a few areas, such as understanding the world. It is not clear how children's learning builds into the wider curriculum that they will meet in Year 1.

Teachers provide pupils with clear explanations. They engage pupils' interests by presenting learning in different and interesting ways. This helps pupils to remember their learning.

For example, younger pupils know and correctly use technical terms in music, such as pulse and rhythm. Older pupils understand and demonstrate the different states of matter from science work.

Staff check pupils' understanding during the lessons.

Teachers ask questions and adapt their plans to address any misunderstandings. In a few subjects, such as physical education and music, the use of assessment is quite recent. This means leaders do not have a secure grasp about how well pupils are understanding and improving in their learning.

Pupils are enthusiastic about reading. They make considered choices about the books they select to read. There are frequent opportunities in the school day to read independently.

Pupils particularly enjoy the reading spaces they have helped to create in each classroom.

Children start to learn to read using phonics as soon as they start school. Staff teach phonics well.

Those who find learning to read more challenging receive extra help so they can keep up. Once pupils have mastered their phonics knowledge, they quickly become fluent readers.

Leaders have robust systems for identifying pupils with special educational needs and/or disabilities (SEND).

Leaders provide effective support to help teachers make adjustments in lessons to meet pupils' needs. This ensures that pupils access the same learning opportunities as their peers. Pupils with SEND achieve well across the curriculum.

Pupils undertake different responsibilities that help them to build their understanding of community. The school council actively cares for the school environment. Junior travel ambassadors help other pupils understand about being safe near roads.

Through effective mindfulness and therapy activities, pupils learn about looking after their mental health.

Governors know the school well. They are not afraid to hold leaders to account.

They work closely with staff to ensure that the school's vision guides their work.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make thorough checks when recruiting staff or volunteers.

Records are well maintained and up to date. All staff receive regular safeguarding training. They are alert to the signs of any pupils who may be at risk of harm or abuse.

Leaders ensure that pupils receive support, often at early stages, to prevent concerns from escalating.

Pupils are taught how to keep themselves safe, including when online. They understand how to maintain respectful relationships with one another through the school's personal, social and health education programme.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few areas, including the early years, the key knowledge that pupils need to know and understand is not clearly designed. This means that pupils' knowledge is not secured in their long-term memory. Leaders should refine the curriculum so that the important things pupils need to know are made clearer.

• Not all subject leaders know how they check what pupils have learned. They do not know if pupils are remembering the content of the planned curriculum. Leaders should ensure that teachers know how to check that pupils remember the key knowledge across all subjects, to help build pupils' understanding.

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