Little Bollington CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their time at this small and friendly school. They like the fact that everyone knows each other and that the differences between them and other pupils are accepted and celebrated.

Pupils value the help they receive from staff, who care about them. They know that they will be listened to if they share any worries.

Pupils behave well.

They adhere to the school's rules so that classrooms are calm and pupils can learn without disruption. Pupils trust their teachers to sort out disagreements fairly. Pupils are articulate.

They cooperate with one another in class and they listen carefully to their teachers.

Pupils work hard. They stri...ve to meet the school's reviewed expectations for their learning.

However, while they achieve well in some subjects, they are less able to remember some of what they learn in other subjects. This is because the curriculum beyond English and mathematics is fairly recent. Some pupils have not had enough time to benefit from its ambitious subject content.

Pupils have a range of opportunities to learn beyond the classroom. For instance, trips to local museums and historical sites are regular features of the school calendar. Pupils enjoy a variety of clubs such as archery, dodgeball and basketball.

Older pupils become 'SOS Crew' members. These pupils support others during lunchtimes and breaktimes. In so doing, they learn valuable leadership skills.

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

The school, with support from the trust, has acted quickly to action the areas for improvement identified in the March 2023 inspection. It has completely overhauled the curriculum to ensure that pupils have the opportunity to learn all that they should. In some subjects, this is having a positive impact.

Pupils are building their knowledge more securely than they did previously. However, this is not true for some other subjects. In part, this is because many of these subject curriculums are too new to have had an impact on pupils' learning.

The school has thought about the important subject knowledge and vocabulary that it wants pupils to learn. This means that staff know what should be taught and when this should happen in mixed-aged classes. While staff have received some training to teach the more ambitious subject content, their delivery of the new curriculum is variable.

In some subjects, this hinders pupils from building a secure body of knowledge over time. As a result, pupils' achievement is uneven.

Teachers usually check that pupils have understood what has been taught.

However, at times, they do not spot when pupils develop misconceptions. As a result, some pupils develop gaps in their learning that are not addressed quickly enough.

The school has started to check how well the curriculum is being taught.

This work is ensuring that the school has a stronger oversight of pupils' learning. However, these checks have not been as effective in identifying the inconsistencies in curriculum delivery.

The school's reading curriculum is well considered.

Staff teach phonics consistently well. Children in the Reception class quickly learn to link sounds and letters so that they can read familiar words. This positive start is built on well as pupils enter Year 1.

Teachers spot pupils early when they have difficulties in learning to read. The effective 'keep up' programme means that most pupils meet the expected standard in the Year 1 phonics screening check. In terms of reading, pupils are well prepared to access the key stage 2 curriculum.

Teachers regularly share their own love of reading to inspire pupils to read more. Well-designed classroom spaces encourage pupils to read widely and often.

Staff identify pupils with special educational needs and/or disabilities (SEND) quickly.

Staff make suitable adjustments to ensure that pupils with SEND can access their learning. However, pupils with SEND experience the same inconsistencies in teaching as other pupils, so they do not achieve as well as they should.

The early years curriculum builds successfully on children's prior knowledge and experience.

From the time that children join the Nursery class, staff encourage their independence, with a focus on their personal and social development. The attention paid to children's communication skills means that they listen to others and are confident to share their ideas and views. By the time that children leave the Reception class, they are well prepared for Year 1.

Staff manage pupils' behaviour very well. Teachers deal with any poor behaviour sensitively and effectively in and out of the classroom. Pupils value the rewards that they receive in assemblies and strive to do the right thing.

Most pupils attend school regularly. The school works successfully with external agencies to support the few pupils who do not.

The school fosters pupils' personal development well.

Pupils receive sound guidance to help them to forge healthy relationships and to use the internet safely. The school encourages pupils to be healthy in body and mind. All pupils enjoy a range of sports and inter-school competitions.

They learn effective strategies to deal with challenges and setbacks. This builds their resilience.

The trust is committed to improving the school.

It provides appropriate support and challenge. Recently, there have been changes to the membership of the local governing body. These governors are benefiting from the support provided by the trust and the school.

Staff feel valued. They appreciate the support they receive from the school. Despite considerable change to the curriculum in recent months, the school has been considerate of staff's well-being and workload.

Within the school, there is a culture of mutual support and professionalism.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The delivery of the new curriculum in variable across different subjects.

At times, historical gaps in pupils' learning are not identified or addressed. This hinders pupils from building a secure body of knowledge over time. The school should ensure that teachers receive the support and development that they need to deliver the refreshed curriculums consistently well.

• The school's checks on the implementation of the new curriculums have not led to a secure insight into what is working well, and which areas require further refinement. This means that some pupils are not benefiting fully from the more ambitious subject content. The school should ensure that it monitors and evaluates the implementation of the new curriculums more effectively to make sure that they are having the desired impact on pupils' learning.