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Pupils at King David are very proud of their school. They are happy, enjoy being with their friends and feel well cared for by staff.
Differences are celebrated in this diverse school community where pupils of many faiths learn harmoniously together. Pupils said that everyone is made to feel very welcome.
Pupils behave well.
From the start of the early years, children quickly learn the school's rules of kindness, respect and responsibility. Across the school, most pupils listen attentively to their teachers and are keen to learn. Lessons are calm and purposeful.
Pupils benefit from the high aspirations that the school has of them. Pupils, including t...hose with special educational needs and/or disabilities (SEND), are well prepared for the next stage in their education.
Pupils enjoy the range of activities on offer which bring the curriculum to life, for example when visiting the zoo or a museum.
They said that the careers day helps them to think about their aspirations for the future. Older pupils take advantage of leadership opportunities. These experiences enable pupils to make a valuable contribution to the life of the school.
For example, reading ambassadors help to organise reading cafés, which are attended by younger pupils and their families. The ambassadors share book recommendations and families are thrilled to share books with their children.
What does the school do well and what does it need to do better?
The school has designed an ambitious curriculum.
This helps pupils to achieve well. Activities are carefully chosen to help pupils to know and remember more over time. The school checks pupils' learning in order to identify any gaps or misconceptions.
Staff then ensure that future learning is tailored accordingly, and that the pupils who need it are given additional support.
However, in some subjects, the curriculum is not as clear. Staff do not have all of the information that they need in order to enable pupils to learn well.
Pupils are not taught the small steps of knowledge that they need to build on their prior learning. In addition, the curriculum is not delivered consistently. In these subjects, pupils do not do as well as they should.
Reading has high priority in this school. The teaching of early reading begins in the Reception class. Children love to listen to stories, including a range of fairy tales.
Children learn to link sounds to letters. This is built on in key stage 1 to ensure that pupils have a secure foundation in early reading. The books that pupils read are well matched to the sounds that they know.
The small number of pupils who struggle with early reading are quickly identified and supported well to catch up. Pupils develop into fluent and accurate readers. They talk confidently about the books that they choose and take joy in sharing these with adults and one another.
The school identifies the additional needs of pupils with SEND swiftly and accurately. Staff make appropriate adaptations to their delivery of the curriculum to ensure that pupils with SEND can learn alongside their peers. Pupils with complex needs are well supported.
The school works closely with parents. Coffee mornings and workshops offer an informal opportunity for parents to learn more about supporting their children at home.
The school has carefully considered its provision for pupils' personal development.
It has a well-designed curriculum for relationships, sex and health education. Pupils know how to keep themselves healthy and safe, including when online. They are well prepared for life in modern Britain.
For example, they talked about values such as democracy and how this is used to ensure fairness in their school. Pupils are kind and patient. They listen carefully to one another and appreciate different ideas and viewpoints.
Pupils play happily together on the playground. They appreciate the opportunities to play sport, read books or talk to their friends. Pupils, including children in the early years, have highly respectful relationships with staff and with each other.
Governors know the school's strengths and weaknesses. They offer support and challenge to help bring about improvement. For example, through recent visits, they have held discussions with staff and visited lessons.
The school considers the impact of change on staff workload and well-being. It gives staff the time that they need to put in place any changes to the curriculum.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, the school has not identified the small steps of key knowledge that pupils should know. This makes it difficult for staff to design learning that helps pupils to build a secure body of knowledge over time. The school should ensure that the curriculum contains sufficient detail, to enable pupils to know and remember more.
• In some subjects, the curriculum is not implemented as the school intends. This means that pupils do not learn all that they should. The school should ensure that staff receive training and guidance to deliver the curriculum consistently across subjects.
