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Pupils are happy and safe at Lipson Vale Primary School. Pupils, parents, and staff agree that the school has improved since its previous inspection.
The new headteacher has placed building strong relationships at the heart of the school's work. Staff share his commitment to this approach. Staff work hard to understand pupils' feelings and emotions.
Leaders have set up systems to help pupils to explain how they feel. For example, pupils like using the 'window of tolerance'. Pupils use this approach to describe their emotions and access support when needed.
Leaders and teachers have high expectations of pupils' work and behaviour. Pupils take pride in their wo...rk. Pupils are polite and well-mannered.
Bullying is rare and staff deal with it swiftly and effectively when it occurs.
Music is an important aspect of school life. Pupils described singing in the choir and playing in the orchestra as 'fun' and 'amazing'.
The school has a converted bus which is a dedicated music room. Next to the bus is an outdoor stage used for public performances. This enables the local community to enjoy the music created by pupils.
What does the school do well and what does it need to do better?
Leaders have a clear vision for the school. They have an accurate understanding of its strengths and weaknesses. Effective communication and training have helped staff understand and implement the identified priorities successfully.
In addition, the local authority and the restructured governing body support and challenge school leaders effectively. As a result, leaders have addressed the concerns identified at the time of the previous inspection.
In key stages 1 and 2, leaders have designed a curriculum to help pupils gain essential knowledge and understanding.
The curriculum outlines what pupils are expected to learn step by step in each subject. In addition, pupils apply what they have learned in different contexts. For example, in history, pupils are supported to think like historians, as well as know historical facts and figures.
Teachers use a range of assessments to check pupils' recall of what they have learned. Teachers adapt their planning to ensure that pupils learn more and remember more over time.
Reading is a priority at the school.
Phonics teaching is structured carefully to support learning. Pupils start learning the sounds that letters make as soon as they start school. Pupils build successfully upon what they have learned before.
Books match the sounds they are learning. Teachers identify quickly those pupils who fall behind. Well-trained staff provide additional support, which helps these pupils to catch up rapidly.
In the early years, children learn mathematics and early reading through a well-planned and sequenced curriculum. In these subjects, children build skills and knowledge effectively over time. However, leaders have not established clear intentions for what they want children to learn in other areas of the curriculum.
As a result, the curriculum does not always meet the needs of children.
Pupils with special educational needs and/or disabilities (SEND) have their needs identified and responded to quickly. Such pupils follow the same curriculum as their peers and achieve well.
Pupils' individual support plans are precise and leaders review these plans regularly. Leaders provide additional guidance for teachers to support pupils who have education, health and care plans. As a result, teachers respond in a timely fashion to pupils' changing needs.
Pupils behave well. They are polite and respectful to others. Behaviour and relationships contribute positively to learning.
Pupils understand and follow the school's 'ready behaviours'.
Personal development is a strength of the school. Leaders have developed an ambitious curriculum for personal, social, health and economic education (PSHE).
Leaders use local resources and charities to support the PSHE programme. For example, a local charity works in the school, exploring many topics, including modern slavery. Pupils discuss issues confidently and maturely, such as respect and positive relationships.
Musical and sporting activities happen in abundance. The school orchestra is an accomplished unit and pupils play and perform to a high standard.
Pupils are proud of their school and acknowledge the improvements that have been made.
Staff appreciate the care and concern shown by leaders and enjoy working at the school.
Safeguarding
The arrangements for safeguarding are effective.
Staff know the pupils well and receive comprehensive safeguarding training.
They quickly recognise when a pupil might need support. Leaders keep appropriate records and work well to ensure pupils receive timely help. In addition, leaders liaise effectively with external agencies.
Leaders keep the necessary safeguarding records for staff and visitors at the school. Leaders take the steps needed to ensure that newly appointed staff are suitable to work with children.
During lessons, pupils learn how to keep themselves safe online and in the community.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In the early years foundation stage, the curriculum does not help pupils develop their knowledge and skills over time as effectively as it could. As a result, some children do not build regularly on what they know and can do. Leaders should take action to refine the early years curriculum so that it matches the high expectations seen in other key stages.
