John Betts Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a happy place to come to school. Pupils like the friendly atmosphere and the opportunities on offer.

They particularly enjoy the wide range of clubs, such as ballet, Kung-fu and choir. Pupils understand the school's values of 'kindness, integrity, resilience, perseverance and courage' which form the basis for all learning. One parent commented, 'To have a culture of kindness across the school is just wonderful.'



Leaders and governors expect all pupils to achieve. They are ambitious, have high expectations and support pupils to reach their potential. They also recognise the crucial role parents play and provide regular communication about their child...'s learning.

Parents enjoy being part of the school community and its inclusive nature.

Pupils understand what bullying is. They also understand what it means to be a bystander.

Pupils say that if bullying does happen, they will tell their teachers who will deal with it.

Pupils are articulate and confident. They enjoy their lessons and excitedly recall when learning is enhanced by visitors or trips.

Pupils are polite, courteous and responsible. They are well prepared to be responsible citizens in modern Britain.

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

Leaders have implemented a broad and balanced curriculum.

Plans are in place for all subjects, which leaders continuously review. For instance, leaders changed the way history and geography are taught this year. Previously, these subjects were taught through a two-year rolling programme.

They are now taught through a one-year progression model. This approach is beginning to allow key themes such as 'invasion' to be sequenced logically.

Reading is prioritised across the school.

Leaders introduced a new phonics programme in September 2021. This programme includes books that closely match the sounds pupils know. Every member of staff received training to teach this new scheme.

They appreciate this consistent approach to teaching reading. Pupils are gaining phonics knowledge in line with what would be expected at this time of the year. Pupils that need to catch up with their reading receive additional support.

This is helping them to quickly gain the knowledge and skills they need to become confident, fluent readers.

Older pupils read avidly, widely and with passion. They can talk extensively about the authors they like and different types of books.

Pupils with special educational needs and/or disabilities (SEND) are supported to access the same curriculum as their peers. Activities are adapted to take account of an individual's needs. For example, in guided reading, pupils with SEND are supported to pre-read the text so they are familiar with the content in the main lesson.

Teachers check what pupils know and remember. This is mostly through questioning pupils about their learning in lessons. Teachers meet regularly with leaders to discuss pupils' progress and make plans to address gaps in learning.

However, leaders are clear that teachers' workload should not be impacted by unnecessary assessment. This is because leaders make every member of staff's well-being a priority. Pupils' recall of key knowledge in English, mathematics and science is secure.

However, some pupils do not easily recall previous learning in wider curriculum subjects. In music, for example, pupils are not clear on the musical elements such as 'texture'. The curriculum in these areas needs further development and time to fully embed.

The environment in the Reception class enables children to build on their interests to develop their understanding of the world. Teachers set up the provision to support children for what comes next in their learning. For example, children explore seasonal changes that occur in their environment.

This prepares them for learning about weather in Year 1.

Leaders provide pupils a broad range of rich experiences beyond the curriculum, for example through educational visits, performing and inviting speakers to talk about their professions. The curriculum is enhanced further through a wide range of extra-curricular activities.

Weekly assemblies reinforce school values.

Governors provide rigorous support and challenge. They are clear on their statutory duties and perform these well.

Leaders engage with parents regularly though whole school events, workshops and assemblies.

Behaviour is managed well and there is a calm, orderly environment in school. Pupils behave well in lessons and follow instructions.

They demonstrate enthusiasm and positive attitudes towards their learning. Pupils know about healthy relationships and what to do if a friendship is not right.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are ever vigilant that pupils are safe. They train all staff to spot signs that may mean a pupil needs help. Additionally, staff know how to report concerns to secure the right support.

Teachers make sure pupils learn about safeguarding risks. For example, pupils know the dangers they face using the internet.

Leaders engage the help of external agencies when appropriate.

They know when to make referrals to safeguarding partners.

Governors check that safer recruitment processes are robust, for instance by checking the single central record termly. This means that only adults deemed safe to work with children are appointed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subjects are in the early stages of implementation. This means pupils are not yet remembering the key knowledge. Leaders need to develop and embed all areas of the curriculum so that pupils consistently build on the knowledge they need to achieve well.

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