Mansbridge Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Mansbridge is an ambitious and friendly school. Pupils enjoy learning and relish the opportunities the school offers.

This includes the annual festival of culture and visits from the local theatre and football club. The vision of 'learn more, remember more, be more' drives everything that the school does.

Staff have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND).

Pupils with SEND work towards the same ambitious goals as other pupils. Leaders create a safe and supportive environment. They welcome pupils into the school daily and provide activities to help pupils feel confident and happy.

Pup...ils access workshops on how to manage anxiety and how to care for others.

Pupils say unkind behaviour or bullying does not happen often. When it does, staff deal with it swiftly.

Pupils behave well and are polite and respectful towards each other and adults.

Pupils and parents and carers value the range of support the school offers. When pupils struggle or fall behind in their learning, the school recognises this promptly and provides the help needed to catch up.

One parent commented, 'My child feels safe and secure with the learning and has never once had a bad day.' This was typical of parents' comments.

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

Learning to read early is a priority in the school.

Staff are well trained to teach phonics. The recently introduced phonics scheme is followed and taught consistently well.

Pupils enjoy reading a range of books and these are planned to be at the centre of their learning.

If pupils fall behind with their reading, staff identify this quickly and provide the correct support for pupils to catch up. Reading has a high priority in the school. Leaders have allocated extra resources to provide two additional adults to teach phonics.

This helps the school realise their motto of 'keep up, not catch up'. As a result, pupils are equipped with the vocabulary and reading skills needed to fully access all areas of the curriculum.

At the beginning of this school year, some children joined the school with weak attention and listening skills.

This was partly due to the disruption of the COVID-19 pandemic. Therefore, leaders provided children with extra support at the start of Reception. Children in early years are now able to listen carefully to instructions and work together politely and calmly.

Leaders have broadened and redesigned the school's curriculum. With the support of the trust, leaders have identified and sequenced the knowledge and skills they intend pupils to learn. This is complete in nearly all subjects from early years to Year 6.

They have a clear system to identify what pupils remember from their lessons. In most subjects, staff have been well trained to deliver the curriculum, and pupils are able to remember the most important aspects they have been taught. The mathematics curriculum is set out in a sensible way for pupils to progress to the next steps of their learning.

In a few foundation subjects, leaders have not yet identified all the knowledge that they would like pupils to learn and remember. This results in teachers not always knowing what aspects to focus on in lessons.

Leaders are ambitious for pupils who have SEND.

As soon as children join the school, staff identify any pupils needing extra support and monitor them closely. Staff plan lessons so that all children have the opportunity to reach the same learning goal. They use resources and additional adults well so that this can happen.

Staff provide plenty of opportunities for pupils to develop personally and learn important life skills. This includes learning about healthy lifestyles through the 'Healthy Hi-5' and oral hygiene with the Southampton Dental Association. Pupils learn about healthy relationships and fundamental British values through their personal, social and health education lessons and assemblies.

Leaders and governors have an accurate picture of the school's strengths and what they need to continue to work on. The local authority and trust support the school well. Governors visit the school regularly to assure themselves of the school's work.

Leaders are considerate of staff's workload, including those who are new to teaching. They provide sufficient time for them to develop their teaching and subject areas further.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know their families well. They quickly identify when pupils need extra help. Staff are well trained and report any concerns diligently.

Leaders have clear systems in place to ensure that pupils are safe and pupils and families swiftly get the help they need. Leaders use external agencies well to support their work. Leaders ensure that adults are safe to work with pupils in school.

Pupils learn how to keep themselves safe in lessons. They say that school is a safe place, and they know who to speak to if they have a concern.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, leaders do not consistently identify the essential knowledge and skills that pupils need to learn and remember.

As a result, teachers sometimes lack clarity over what to teach and when. Leaders need to further refine the curriculum in the foundation subjects. They need to identify the most important content that pupils need to learn.

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