We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Madley Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Madley Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Madley Primary School
on our interactive map.
Madley Primary School has high expectations of all pupils. Pupils rise to these expectations.
Overall, they achieve well. Pupils take great delight in talking about their learning. They are appreciative of the fact that the school supports them to 'be the best they can be.'
Pupils are proud to belong to this school. Their well-being is central to the school's work. Pupils feel happy and safe in school.
They behave well in lessons and are polite around the building. Older pupils model positive behaviour to children in the early years. Children in early years learn how to successfully play and learn together.
Pupils are kind and respectful. ...They are considerate of each other's needs. The school places great importance on a range of values, for example, friendship and trust.
Year 6 pupils select the monthly values for the whole school.
Pupils enjoy a variety of exciting experiences to broaden their learning. This includes curriculum visits to museums and residential trips.
Pupils take on responsibilities and develop their leadership skills. For example, pupils act as reader leaders, who engage younger children in reading opportunities. The school offers a wide range of extra-curricular clubs, such as basketball, coding and gardening.
What does the school do well and what does it need to do better?
The school's curriculum is broad and ambitious. The school has sequenced the knowledge, skills and vocabulary that they want pupils to know and when. This helps pupils build knowledge over time.
For example, in history, Year 6 pupils can talk confidently about the meaning of key words such as injustice, segregation, diversity and prejudice.'
Teachers benefit from high-quality training. As a result, they implement the school's curriculum well in some subjects.
They use a range of resources and teaching approaches. They have secure subject knowledge and they introduce new learning clearly.
The school makes checks on pupils' learning to identify how well pupils understand the knowledge that has been taught.
However, on occasions, teachers do not ensure that pupils have retained the important knowledge in their memories. As a result, pupils do not always make connections in their learning.
The school has highly effective processes to identify and support pupils with additional needs.
Staff ably adapt the content and delivery of the curriculum to meet these needs. As a result, pupils with special educational needs and/ or disabilities (SEND), achieve well.
The school makes sure that reading takes centre stage.
Pupils have access to carefully chosen high-quality books that expand their vocabulary and challenge their understanding.
Children start to learn phonics in the Reception class. Well-trained staff deliver the phonics programme effectively.
Pupils practise reading with books that are suitably matched to the sounds that they know. Pupils who struggle to keep up with the phonics programme are given the support they need. By the end of Year 2, most pupils are fluent readers.
Pupils know and follow the school's expectations for behaviour well. Children in the early years quickly settle into routines that help them learn. The school uses effective strategies to ensure that pupils attend regularly and on time.
The school works well with parents and with local agencies to reduce levels of absence.
Pupils follow a valuable programme of personal, social and health education (PSHE). They learn about safety, including how to stay safe online.
The wider curriculum engages pupils and supports their personal development. The school brings learning to life and gives pupils valuable experiences. Outdoor learning is a major part of this school's curriculum.
It is used well as a vehicle to deliver knowledge and skills in a range of subjects.
Pupils benefit from taking part in performances, learning a musical instrument and listening to career speakers in school. Pupils talk enthusiastically about enrichment opportunities such as business enterprise and raising money.
Events such as 'farmers' day' which focuses on all aspects of farming from machinery, farmer visits and farm welfare, supports pupils to understand their local community.
Staff are proud to work at this school and agree the school is well led and managed. Staff feel valued.
This is because leaders, including governors, provide good support. Staff are very positive about the actions taken to reduce their workload.
Parents and carers appreciate the school's central role in the community.
Many parents commented on the strong support their children receive at the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• On occasions, the school does not ensure that pupils remember important curriculum knowledge in some subjects.
As a result, pupils do not always make connections in their learning and integrate new knowledge. This slows their progress through the curriculum. The school should ensure that teachers strengthen the implementation of the curriculum so that pupils remember more over time.
