Malcolm Sargent Primary School

Highlights from Latest Inspection

Outcome

Malcolm Sargent Primary School has taken effective action to maintain the standards identified at the previous inspection.

The executive principal of this is school is Tristan Revell. The school is a single-academy trust. The trust is overseen by a board of trustees, chaired by Ken Swanson.

What is it like to attend this school?

Malcolm Sargent Primary School is welcoming and friendly. Pupils receive a quality education across the curriculum. They benefit from a rich personal development programme and extra-curricular activities.

Pupils are proud of their school. They fulfil the school's vision of 'love to learn'.

The school is run by dedicated leaders, who set hi...gh aspirations for all pupils.

Staff work hard to ensure that pupils meet these aspirations. Classrooms are places where many pupils can do their best and enjoy their learning. A calm atmosphere permeates Malcolm Sargent.

This enables pupils to get the most out of their school experience.

Pupils mirror the attitudes and personalities of the adults who teach and care for them. Staff are kind, passionate and polite.

Many pupils demonstrate the same attributes. A strong culture of respect is well established at the school. Malcolm Sargent is a place where pupils feel safe and happy.

It is a place where pupils can be themselves. One pupil summed this up perfectly by saying, 'You can just be you, and we all respect that.'

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

Pupils benefit from a broad and balanced curriculum.

Carefully sequenced subject curriculums set out exactly how pupils will gain a deep body of knowledge. The school's curriculum sets out for staff how their lessons will build on learning from previous years, and how their teaching links to what will come next. This means that many pupils develop their knowledge and acquire new skills in a logical and sensible order.

When there are carefully planned learning activities, pupils engage in their learning and, as a result, they 'love to learn'. In a writing lesson, for instance, Year 5 pupils could talk confidently about how they would use their history knowledge of the Anglo-Saxons to write a diary entry of a soldier in battle. Pupils are resilient in their learning and want to do well.

They are prepared to connect their learning to the activities that have been taught. Staff in the early years plan together effectively to allow all pupils the chance to deepen their knowledge. This was seen in early years, where pupils could explain why they were making stables out of different materials, dressing up as the angel Gabriel, and learning all about the Nativity.

In many lessons, pupils are keen to complete work and achieve well. There are some pupils in different year groups who are ready for the next challenge in their learning. They complete the work to a high standard but can sometimes be sat waiting for the next task or activity.

Some pupils said that they would like to extend their learning in all subjects, as they said it 'was enjoyable in maths and writing'.

Staff are passionate about books and the power of reading. Their love of learning has rubbed off on pupils.

The reading journey at the school starts the moment the children join in Reception. Staff are skilled in developing children's spoken language. They take every chance to introduce new words and extend children's communication skills.

Pupils quickly learn to read accurately and fluently. Pupils enjoy the variety of texts they read in and beyond the classroom. Staff are keen for pupils to see themselves through the books that they read.

Pupils with special educational needs and/or disabilities (SEND) achieve well. Staff make sure that pupils with SEND learn the same ambitious content as their classmates. Adults supporting learning are fully engaged in assisting the needs of the most vulnerable.

Parents and carers of pupils with SEND recognise and appreciate the challenges the school faces in meeting the complex needs of all.

Pupils demonstrate 'The Malcolm Sargent Way'; which is to be kind, respectful, honest and hard working. Pupils said that you can be friends with anyone in the school, and if someone looks lonely, you would 'invite them to play'.

Pupils explained that if bullying does happen, it is dealt with quickly, as 'we respect each other'. This positive culture means pupils want to attend school and do. As a result, overall attendance is strong.

The school has thought carefully about creating 'first-hand experiences', which allow for all pupils to be involved in school life. Pupils profit from a very wide range of clubs, roles, events and trips to develop their talents and interests. The effective school council influences what the school does, and the pupils are proud to be part of the sub-committees that affect change.

The school is preparing pupils well for life in modern Britain. Pupils are very knowledgeable about fundamental British values and protected characteristics. They are interested in the different ways people choose to live their lives.

Pupils are aware of world faiths but are not always clear about what religions they have studied.Leaders frequently review all aspects of school life to ensure that pupils can achieve their very best. The school ensures that all staff, no matter their responsibility, receive quality training so that they can do their job well.

Staff really enjoy working at Malcolm Sargent and they appreciate the support provided by leaders. One staff member summed up the views of many by saying, 'I never, ever want to work anywhere else, I love my job.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils are not moved on to new learning when they are ready. This hinders their progress. The school needs to continue to develop the curriculum so that all pupils can excel at the highest level.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019.

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