Little Bowden School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this vibrant school. There are positive relationships between pupils and staff. Pupils are kind to each other.

They enjoy collaborating with partners in the classroom and demonstrate this well from the early years. The school places a strong focus on developing pupils' resilience so that they learn to 'bounce back' from setbacks. This helps pupils have positive attitudes to their learning.

The school has high expectations of pupils. The school's recent focus on the curriculum means that staff understand exactly what pupils need to learn and remember. This new approach is ambitious and helps the school to achieve its vision of 'working together to l...ove learning'.

Pupils are enthusiastic about their work. Many pupils feel that teachers make learning fun and interesting. This helps pupils remember some of the important information that they must know before they can move to the next stage.

Pupils feel safe. They know they can share any potential worries with trusted adults in school, who will sort things out quickly. The pastoral team works effectively with pupils and families when they need additional support.

Pupils enjoy taking on responsibilities, such as becoming play leaders or librarians.

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

The school's aim for the curriculum to be 'ambitious, memorable and diverse' is beginning to be realised. External advice has helped the school to make improvements.

The new curriculum design helps pupils make connections in their learning. Pupils can remember key knowledge and retrieve facts and information. As a result, pupils achieve well in a range of subjects.

However, in a few subjects, the school has not checked if the new curriculum is being delivered effectively.

In lessons, pupils access a wide range of activities that stimulate their curiosity. Staff use questions effectively to encourage pupils to share their ideas.

Demonstrations help pupils understand how to apply their knowledge in their independent work. However, checks made by staff do not always identify when pupils need more help or when they are ready to think more deeply.

Pupils have positive attitudes to learning and are proud of the work they produce.

Carefully chosen resources help pupils develop their problem-solving and reasoning skills, especially in mathematics. Children in the early years receive a strong start to their education. They enjoy hunting for letters in the slime and making patterns with pegboards.

Pupils learn to read quickly. Staff receive appropriate training so that they teach the phonics scheme consistently. Frequent checks on the sounds that pupils know help to ensure that teaching is tailored to the needs of every child.

A wide range of additional support is in place for pupils who need support learning their letter sounds. Pupils enjoy their 'quarter-to-three, read with me' time, which develops their love of reading.

New systems have been introduced to help staff identify sooner pupils who may have special educational needs and/or disabilities (SEND).

As a result, pupils with SEND are supported well in lessons. Staff are knowledgeable about the ways that they can offer additional help. Work is adapted carefully so that these pupils can access learning that is matched closely to their ability.

Pupils are encouraged to share their feelings during well-being checks. The school uses these checks to identify any pupils who might need more help to manage their emotions, including from external organisations. As a result, pupils with complex learning or social, emotional and mental health needs are well supported.

The recent revival of the 'Routes to Resilience' programme is starting to help pupils reflect and develop the skills they need to overcome personal challenges.

Pupils learn about a range of faiths and cultures, and they enjoy learning Mandarin. They understand the importance of treating each other with respect.

Pupils know how to develop positive relationships with each other. Pupils enjoy the wide range of clubs and sports on offer to develop their interests. They are proud of the trophies they win at local tournaments and enjoy performing musical pieces as part of the school orchestra.

Staff are proud to work at this school. They know that their workload and well-being are well considered. Staff access a wide range of training to support them in their roles.

Governors work closely with the school and have a strong understanding of its work. They fulfil their responsibilities effectively.

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, checks of what pupils have learned are not used well enough to identify their next steps. This means that, sometimes, the work that pupils complete does not address their misconceptions or extend their thinking well enough. The school should ensure that staff use checks of pupils' learning effectively in each subject, so that planned activities meet the needs of all pupils.

• The school has not checked if the curriculum is being delivered effectively in the more recently developed subjects. As a result, the school is not able to identify the successes and next steps for these subjects. The school should act swiftly to ensure that the curriculum is being taught well in every subject.