Loose Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this school, describing it as 'a wonderful place where we trust our teachers to help us if we are worried or sad'.

There are many opportunities for pupils to work with local artists, entering local art and design competitions. They sing in choirs and compete in sporting events such as Boccia, cricket and hockey. Older pupils begin to consider their next steps in education and careers as they visit a local secondary school for science lessons.

Behaviour in and around school is calm and purposeful. Routines for pupils' future learning habits are established early in the inspiring early years environment. Pupils' attitudes to learning are mature....r/>
They respect teachers and apply themselves conscientiously in lessons. The new headteacher has introduced a more positive and inclusive behaviour policy based on the school values of compassion, determination, trust, respect and pride. Pupils recognise this as a fairer approach.

The school motto 'potential is limitless' runs through every aspect of this school, echoing leaders' high expectations. Pupils already attain well, but leaders are aspirational for every pupil, no matter their barriers to learning, to make excellent progress.

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

Children get off to an excellent start in the early years.

Teachers skilfully blend children's individual interests and needs with knowing how learning needs to develop over time. Children are frequently engrossed in activities indoors and in the outdoor environment. There is a strong focus on communication and language through reading stories and singing songs, as adults expertly interact with children and model new vocabulary.

Children make strong progress in Reception and are very well prepared for the curriculum in Year 1.

The curriculum is ambitious and coherently planned. Some subjects, such as physical education and art, are well developed, and pupils attain highly.

They can discuss in detail what they have learned. Leaders are determined that every subject will be of the same high standard. They have recently introduced new programmes which help teachers to know precisely what they must teach so that pupils build their learning securely in logical steps.

In these newer areas of the curriculum, knowledge is not yet securely embedded in pupils' long-term memories.

Teachers have strong knowledge in the more established subjects. They are well supported by specialist teachers and subject leaders to break the curriculum down into smaller steps so that all pupils can attain well.

Leaders have recently provided training for all staff, to further develop their practice in adapting the curriculum. This is so that all pupils, including those with special educational needs and/or disabilities, attain as well as they possibly can.

Leaders ensure that teachers receive focused professional development.

They are currently working with teachers to enhance their skills in planning activities to help pupils understand and remember key curriculum knowledge and vocabulary. This is to enable pupils to build new learning more securely.

Leaders have created a culture where pupils love reading.

The early years is full of high-quality books. Reading is taught consistently well as children learn increasingly complex sounds in words which they practise writing from an early stage. Staff are trained to teach reading and support pupils effectively to keep up.

These pupils benefit from additional small group or one-to-one tutoring, as well as more frequent opportunities to read to adults. Staff use regular assessment to diagnose precisely which sounds pupils need to revisit and ensure that the books they read give them accurately targeted practice. Teachers read to pupils daily from a diverse range of stories and poems.

Pupils love class reading time, excitedly discussing the wide range of books their teachers have read to them.

Pupils learn how to be responsible citizens and are proud of their elected roles such as eco-councillors, reading leaders and play leaders. There are a wide range of extra-curricular clubs such as netball, choir and dance.

Pupils learn about different faiths and cultures through the curriculum and assemblies. They are emphatic that everyone has an equal right to be treated respectfully and fairly, saying, 'Even if I don't really believe the same thing, I will still show respect.'

Trustees and the local governing body are highly ambitious that every pupil will reach their full potential.

They have an accurate understanding of the school's strengths and areas of development. Trustees provide effective support and challenge for senior leaders and carry out their statutory duties well.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a culture of vigilance based on the recognition that 'it could happen here'. All staff know the signs of abuse or neglect and that any concern must be reported to a safeguarding leader and recorded. Leaders follow up on concerns quickly, making sure pupils get help, even when this involves challenging outside agencies for support.

Staff get feedback from leaders, so they know their concerns are being acted on and are given regular reminders and updates through briefings.

Pupils feel safe in school. They say they will talk to a teacher if they have concerns, including online concerns.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some curriculums have only recently been further developed so that teachers know precisely what must be taught and when. Pupils' recall in these subjects is not yet as strong as it could be. Leaders should continue to embed teachers' practice in these subjects so that all pupils understand new learning and commit it to long-term memory.