Jenyns First School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils relish attending this school. They are keen to build and use their 'learning superpowers'. Pupils treat each other, and adults, with courtesy and kindness.

They behave very well in and out of lessons.

Pupils enjoy taking part in many extra-curricular activities. They participate in a wide range of clubs, from recorder to origami.

There are regular sporting competitions with other local schools. Pupils develop their leadership skills as house captains and school council representatives. They meet visitors and go on trips, such as to a local castle and zoo, which spark their interest in the wider world.

Pupils learn about the local community whe...n they take part in activities in the village, such as 'Old Man's Day'.

Pupils feel safe here. They know that there are caring adults they can turn to if they have any worries.

Pupils learn about the importance of personal space, and how to stay safe when using the internet or gaming.

The school ensures that all pupils can successfully access the school's broad, and largely ambitious, curriculum. Pupils gain secure foundations, including in reading and numeracy.

This prepares them well for the next stages in their education.

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

The school has significantly improved its curriculum since the previous inspection. The school has thought carefully about the order of topics.

Once pupils have grasped knowledge securely, they can confidently move on to new learning. In art and design, for instance, pupils learn about artists from around the world. This inspires them to produce imaginative work using a range of techniques.

There are regular opportunities built into the curriculum to recap on previous learning. This helps pupils retain knowledge. The school is aware that in some subjects important knowledge, including key vocabulary, is not always identified precisely enough.

This means that pupils do not always gain the important knowledge they need. Consequently, pupils sometimes find it hard to make links between different topics.

Staff present new knowledge clearly.

They check how well pupils are learning. Staff use these checks, and their detailed knowledge of their pupils, including those with special educational needs and/or disabilities (SEND), to adapt the learning effectively so everyone accesses the same high-quality curriculum. Consequently, pupils know and remember more.

Teachers give pupils useful feedback. Pupils use this to improve their work. At times, however, staff do not have high enough expectations of what pupils can achieve.

Some work is not demanding enough. When this happens, pupils are less engaged in their learning, and do not gain the depth of understanding that they should.

The school teaches pupils to read very effectively from the start.

In Nursery, children are well prepared for phonics when they practise rhyming sounds. Daily practise helps pupils to become increasingly adept at blending sounds and words. Expert staff give additional support to pupils who need it.

This helps pupils to become accurate and fluent readers. Pupils enjoy reading an increasingly diverse range of texts.

In Nursery and Reception, staff plan carefully so children experience a range of opportunities, inside and outside of the classroom, to develop their knowledge and broaden their interests.

Children go on nature walks around the village. They recently learned about Diwali. Children get a secure foundation in learning number, counting with increasing confidence.

They learn to share and help each other and, in doing so, become confident and self-reliant.

The school has a strong sense of 'family'. Everyone looks out for each other.

The school works closely with families to help improve pupils' punctuality and attendance. Pupils attend school very well. If pupils need help to improve their behaviour, skilled staff take the time to provide support.

This helps pupils feel happier in school and able to focus on their work.

The personal, social and health education curriculum ensures that pupils learn, in an age-appropriate way, how to look after themselves. Pupils learn about the features of healthy and unhealthy relationships.

They learn, from the start, about the importance of personal hygiene. Pupils can describe how other people are similar and different to themselves, but of equal value.

The governing body has navigated the school very effectively through a period of instability.

The school has continued to effectively address the areas for improvement identified at the last inspection. Leaders check how well pupils are learning. They have clear plans to further improve aspects of the curriculum and how it is led and taught.

Staff are very well supported. They benefit from professional development opportunities that expand their knowledge and skills. As a result, staff enjoy working here.

Parents and carers are fully involved in the life of the school, attending frequent school events and volunteering.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not yet identified the precise knowledge that pupils need to learn in all areas of the curriculum.

As a result, sometimes pupils do not learn key knowledge and vocabulary as well as they should. The school should support staff to identify, teach and assess key knowledge precisely so that pupils know and remember more. The school has not ensured that all staff have high expectations of what pupils can achieve.

In some lessons, pupils find the work too easy. Consequently, pupils do not gain the breadth and depth of understanding that they should. The school must ensure that there are high expectations of what pupils can learn so that lessons are consistently ambitious for all.