John Fletcher of Madeley Primary School

Highlights from Latest Inspection

What is it like to attend this school?

John Fletcher of Madeley Primary is an inclusive and welcoming school. The vision of 'whatever you do, work at it with all your heart' encapsulates the approach taken by everyone to improve the school. Pupils are happy, feel safe and really enjoy their learning.

They are polite, friendly and behave well. Bullying is rare. Pupils say that if they have a problem, it is sorted out quickly.

Leaders have high expectations of pupils' achievement. They recently revised the curriculum to make sure that pupils learn the most important content over time. Pupils are well supported to be successful and get help quickly when they need it.

Pupils with special educational n...eeds and/or disabilities (SEND) receive strong support and follow the same curriculum as their peers. Pupils with SEND achieve well.Pupils have a strong understanding of fundamental British values.

They take pride in their local area by working with artists and local historians. They learn about equality and celebrate Black History Month through learning about African music. There are a wide range of clubs and trips, including residential trips.

Parents and carers say that staff 'care about pupils as individuals' and appreciate the changes that have been made.

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

There has been a period of turbulence at the school since the last inspection. New leaders have made rapid improvements in all aspects of school life.

They have established consistent approaches for the curriculum and pupils' behaviour that set high expectations for all pupils.Leaders have prioritised early reading. They have made sure that all staff are trained and have the resources they need to deliver the reading curriculum well.

Pupils who need help get it quickly so that they are supported well to catch up. Pupils read books that help them practise the sounds that they learn in lessons.Leaders have identified the precise knowledge and vocabulary in every subject that they want pupils to learn.

They have ensured that teachers are well trained so that they know how to deliver the curriculum effectively in most subjects. Teachers recap on pupils' previous learning to help pupils remember things they have learned in the past. However, in some subjects, teachers' checks on pupils' learning are not used consistently well.

This means that, at times, pupils' learning does not build on what they already know. Occasionally, this causes some pupils to become distracted in class and they do not achieve as well as they should.

Changes to the curriculum have been driven by senior leaders.

Some new subject leaders have not had the opportunity to review curriculum changes and check the impact on pupils' learning for themselves. They are therefore not aware of what is working well and what could improve in their subjects.Pupils with SEND are well supported.

Teachers adapt the approach to lessons so that pupils can access the same curriculum as everyone else. Pupils in the specialist language unit are taught in a well-organised environment. Teachers focus on developing pupils' communication skills, while still ensuring that they experience a broad curriculum.

There are strong relationships between staff and children in the early years. Children settle quickly into school because routines are well established. There is a strong focus on language and communication.

Staff promote vocabulary at every opportunity through rhymes, stories and role play.Pupils behave well around school. This is because everyone knows the rules of 'ready, respectful and safe', which are applied consistently.

Pupils say that this is much better because everyone is treated fairly. New pupils are made welcome and quickly settle into school life.Pupils have a strong knowledge of British values.

They debate the rights and wrongs of a local miners' strike in Victorian times to learn about democracy. They created inspiring artwork to be placed in a local nature area. The school council has worked with staff to change playtimes and school meals.

Governors acted swiftly to 'hold the ship steady' during a period of leadership change. They work closely with leaders to make sure that improvements continue at pace. They are well supported by a local training alliance and the local authority.

Staff say that they feel valued and appreciate that leaders make changes to help with their workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know the community well and this means they can quickly identify when something is not right.

They ensure that all staff are well trained and provide regular updates to keep them well informed. There are rigorous systems in place to ensure that pupils are safe. Staff work well with external agencies to provide support for families.

Pupils speak exceptionally well about safeguarding. They learn about personal safety through the curriculum, assemblies and regular quizzes. Pupils regularly learn about internet safety so that they know how to keep themselves safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject leaders are new and have had limited opportunity to evaluate what pupils know and can do in their subjects. This means that they are unable to identify precisely where further improvements are needed. Leaders should ensure that these new subject leaders have the training they need to lead their subjects effectively.

• In a minority of subjects, teachers' checks on pupils' learning are not used well to adapt the curriculum. This means that, at times, some pupils' learning does not build on what they already know. Leaders should ensure that checks on pupils' learning are used consistently well, so that pupils achieve as well as they can.

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