Kislingbury Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to attend this caring school. They say that everyone is friendly and that they get along well together.

Leaders have put the school's Christian ethos at the centre of its work. Leaders encourage pupils to 'follow your path using the values for life'. Pupils and staff live these values out.

For example, courage, kindness, forgiveness and friendship.

Teachers have high expectations of pupils' behaviour. Pupils use their 'eagle eyes' in lessons.

Teachers insist that pupils are active participants in their learning. Classrooms are calm. This means that pupils can do their best.

Pupils' positive behaviour continues at playtime an...d lunchtime. Everyone agrees that poor behaviour or bullying is not tolerated. Pupils feel safe in school.

Leaders are ambitious that pupils are well prepared for life in modern Britain. Pupils learn about a wide range of cultures and faiths. They are clear that everyone is equal.

Each pupil is a member of a school house named after an inspirational person: Mandela, Nightingale, Hawkins and Greta. Pupils have opportunities to be leaders in school. The school council is actively involved in decisions that are made to improve the school, including a recent playground project.

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

The trust has provided leaders with a well-constructed and ambitious curriculum. Detailed plans set out the key knowledge that pupils need to know and remember. Leaders adapt these curriculum plans to meet the needs of pupils at Kislingbury.

They have thought carefully about how to deliver a well-sequenced curriculum in mixed-age classes.

Teachers are skilled. They have good subject knowledge.

They stick closely to the approach that leaders expect. Many lessons begin with a 'flashback' opportunity for pupils to recall prior learning. Teachers model new learning well.

Pupils work in a pair or group to rehearse new learning before moving on to independent work. As a result of this well-considered approach, pupils remember key knowledge well. In geography, Year 4 and Year 5 pupils name important rivers in Europe and explain the stages of a river from the 'source' to the 'mouth'.

Year 2 pupils identify the difference between human and physical geographical features.

Leaders have recently introduced a new system to assess how well pupils remember the intended learning in subjects other than English and mathematics. However, they have not used this information to identify where the content or order of the curriculum may need to be adjusted.

In addition, foundation subject curriculum leaders have not checked that teachers deliver the curriculum as it is intended. They have not assured themselves that pupils know and remember more of the curriculum over time.

Pupils are enthusiastic learners.

Right from the start of school, they develop positive attitudes. Children in the early years acquire the communication and mathematical skills they need, to be ready for Year 1. They use their skills at play.

For example, they develop their own 'made-up' game that requires them to count and take turns.

Pupils with special educational needs and/or disabilities (SEND) receive the support they need to succeed. Teachers adapt the delivery of the curriculum so they can access new content.

They provide the right balance between support for pupils with SEND and stepping back when appropriate so that these pupils can work independently.

Leaders are ambitious that every pupil will learn to read well. This journey starts promptly in the early years where children learn to hear the sounds in words and blend them together to read.

In key stage 1, pupils continue to develop their phonic knowledge. They read from books that are closely matched to the sounds they know. They learn to read with ever-increasing confidence and fluency.

Leaders promote a love of reading. There is a commitment that pupils will read for at least 20 minutes every day. Teachers read to pupils from a wide range of authors and genre.

Pupils are positive about reading. They enjoy the daily story time and express genuine disappointment when their teacher stops reading on a 'cliff-hanger'.

Pupils have many meaningful opportunities to develop their interests and talents.

These include sports, science, technology, engineering and mathematics (STEM) and the arts. There is a wide range of clubs on offer. The girls' football club and chess club are run at the request of pupils.

Pupils learn how to look after their physical and mental health.

Staff appreciate the consideration that leaders give to their workload and well-being. They are proud of the school.

One member of staff said, 'we are lucky to work here.'

Safeguarding

The arrangements for safeguarding are effective.

Staff receive appropriate training to identify pupils who may be at risk of harm.

They show high levels of interest in pupils' well-being. They pass their concerns on without delay. Records of concerns kept are thorough.

Safeguarding leaders respond promptly when they are worried about a pupil. They take the right actions to keep pupils safe. Leaders seek the support of external agencies when needed.

Pupils say they feel safe and protected in school. They know there are trusted adults they can speak to. They learn about how to keep themselves safe as part of the school's curriculum.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have introduced a new approach to assessment in foundation subjects. However, they are not using the information provided by these assessments to adjust the curriculum where it may be needed. Leaders should ensure that the information assessment provides is used to improve the curriculum in order to maximise what pupils know and remember.

• Some curriculum leaders of foundation subjects have not monitored the subjects they lead. They have not fully evaluated the implementation or impact of the planned curriculum. Leaders should ensure that foundation subject curriculum leaders have opportunities to check how well the curriculum is delivered and that pupils are remembering the intended learning.