Leavening Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils say they enjoy school. Staff work hard to ensure that learning is enjoyable.

They know the pupils well and adapt learning to meet individual needs. Many pupils talk about how kind everyone is at Leavening Primary. They say everyone is included.

Many parents echo this view. They comment on how well their children 'thrive' and 'flourish' at this nurturing school.

Pupils learn how to keep themselves safe, including when online.

Staff help pupils to understand how to respond positively in difficult social situations. Most pupils behave well and encourage others to do so. Some pupils are too eager, and interrupt the teacher or other pupils.
.../>This can disrupt the process of learning. Most pupils say that bullying does not happen. If it does, they are confident that adults will sort it out quickly.

Pupils benefit from a variety of after-school clubs and a range of well-planned 'golden opportunities'. These include looking after the school guinea pigs, visiting the Royal Armouries and the opportunity to take part in Young Voices at Sheffield Arena. Pupils enjoy the range of activities available.

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

The school's curriculum is ambitious and engaging. The school has mapped this out over a four-year cycle that meets the needs of this small school. In each subject, leaders have organised learning so that pupils can build their knowledge and skills over time.

Teachers understand the content to be covered. In most subjects, the curriculum identifies the important content and vocabulary that pupils need to learn by the end of each phase. However, in some subjects, the range of content is too broad.

The school has not agreed what is the most essential knowledge for pupils to learn and remember.

Pupils enjoy learning. They have many opportunities to talk and to take part in practical activities and visits.

Pupils use their subject knowledge independently to discuss their learning. For example, pupils in key stage 1 confidently explain how a character in the class story travels from one country to another, using vocabulary learned in geography lessons. Staff ensure that pupils with special educational needs and/or disabilities (SEND) are fully included in lessons.

Staff target extra help where needed to ensure pupils can engage in learning.

Pupils talk with confidence about their recent learning. For example, in art, some older pupils shared information about the work of Picasso.

However, they struggle to remember important knowledge about colour mixing from previous years. Teachers use strategies such as 'flashback four' across the curriculum to help pupils remember what they have learned. Teachers have identified the subject-specific vocabulary that pupils need to know to support their learning.

They use these words in their teaching. However, teachers do not routinely check that pupils can remember and use this language precisely.Reading is a priority at Leavening Primary School.

Staff encourage pupils to enjoy books. Older pupils talk about their favourite authors. They know the benefits of reading for pleasure and to learn.

The school has invested in improving the quality of phonics teaching. This is having a positive impact. Pupils read books that closely match the sounds they know.

Pupils learn to read fluently and to develop their understanding. Staff identify and support pupils who need extra help quickly.

Children in the early years benefit from a curriculum that prepares them for future learning.

They learn and explore alongside key stage 1 pupils. Adults encourage pupils to talk and to extend their vocabulary. For example, they support mark making and children's understanding of the wider world by exploring ice and frost in the outdoor area.

The school prepares pupils well for life in the wider world. Visits to museums, art galleries, theatres and places of worship help pupils to develop their knowledge. The school provides pupils with opportunities to learn a musical instrument and to take part in a variety of sporting activities.

Older pupils speak thoughtfully about equality and diversity. Pupils learn about tolerance, and most show respect for adults and other pupils. The school cultivates a positive, family environment.

School leaders, including governors, make effective use of external support. They cultivate positive relationships with families. All staff have access to professional development opportunities.

Leaders consider workload carefully and staff feel valued. There is a positive culture of learning and development for all, summed up in the school's vision: 'Together We Can'.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, such as art and geography, the school has not made clear the essential knowledge pupils need to remember. This means that teachers cannot efficiently check that pupils are ready to take the next step in learning. The school should ensure that the most important knowledge is clearly identified in all subjects, and that staff check that pupils have retained this knowledge before moving learning on.

• It is not always clear what subject-specific vocabulary pupils should know and use at each stage of their learning. As a result, teachers do not always know which vocabulary needs specific attention. The school should refine the subject vocabulary lists to ensure that staff can confidently support pupils to learn and use new vocabulary well in their spoken and written work.

• Some pupils frequently interrupt the teacher or other pupils. They do not always listen carefully to explanations or give other pupils the chance to contribute. The school should ensure that all staff apply the high behaviour expectations consistently so that all pupils can learn without disruption.