Manston St James Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this caring and nurturing school. There is a strong commitment to supporting pupils' emotional needs.

Relationships between staff and pupils are warm and caring. Pupils trust adults to take care of them. The majority of parents and carers are positive about the work of the school.

They recognise the improvements in behaviour and communication.

The school has high expectations for pupils' achievement and is committed to improving outcomes. The new leadership team has swiftly identified key issues to address in the curriculum and pupils' behaviour.

There has been strong impact in these areas. Previously published outcomes do not reflec...t the quality of learning current pupils benefit from. Pupils now achieve well across most subjects, including reading and mathematics.

Pupils' behaviour is much improved. Staff support the small number of pupils who find it difficult to manage their emotions. Parents appreciate this.

Pupils are polite and engage in conversation with adults. Pupils enjoy a range of leadership roles including the eco council, school council, and as ambassadors. A wide variety of extra-curricular activities are offered across a range of interests.

These change throughout the year and include arts and crafts, sports, drama and gardening.

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

The curriculum has been thoughtfully designed so that pupils' learning builds over time. Key vocabulary has been identified and teachers help pupils to use it during their learning.

Pupils talk confidently about their learning and can explain their thinking. For example, pupils describe using column methods to become quicker when solving problems in mathematics. The curriculum is carefully adapted to ensure that pupils with special educational needs and/or disabilities (SEND) can access their learning successfully.

In mathematics and reading, most pupils have the necessary knowledge to leave school ready for the next stage in their learning. However, achievement in writing is more variable and not all pupils achieve consistently well. The school has recently started to address this through improvements to the writing curriculum.

The school has prioritised the development of pupils' vocabulary and linking the teaching of writing to high-quality texts.

The school has made reading a top priority. It has made substantial changes to the approach to reading.

This has been successful. Most pupils read confidently and accurately because books match their reading ability. Staff are well trained to teach phonics and reading consistently.

Staff quickly identify those pupils who need extra help. They provide well-targeted support to help them catch up. As a result, pupils are making much quicker progress through the reading curriculum than in the past.

The early years curriculum is ambitious with a focus on building language and vocabulary. Learning builds on children's starting points. Routines are firmly established to ensure children are ready to learn quickly.

Children's attitudes to learning are positive. They learn independently, with sustained concentration. Adults use thoughtful questions and model key language to help guide learning.

They carefully check children's understanding as they learn. There are plenty of opportunities for physical development, helping children to develop early writing skills.

The school has developed robust systems to improve pupils' attendance.

It is working with families to help them get their children to school every day. This work is helping to improve attendance for many pupils. However, the proportion of pupils who are persistently absent remains a concern, particularly for disadvantaged pupils.

Leaders are rightly maintaining a sharp focus on improving attendance.

The school has recently reviewed its behaviour policy. In most lessons pupils show positive attitudes to their learning.

They benefit from clear routines in a calm and orderly environment. Pupils are focused and complete their learning successfully. Pupils respond well to positive rewards like 'shout-out boards' and 'pom-pom buckets'.

The personal, social and health education curriculum is carefully thought out and adapted to equip pupils with the knowledge on how to stay safe. It is delivered in an age-appropriate way. For example, local police officers deliver targeted workshops about the dangers of 'youth vaping'.

The school incorporates elements such as fundamental British values and global issues into assemblies. Pupils understand tolerance through learning about different faiths and visiting places of worship. Pupils recognise the importance of equality and understand discrimination.

Supported well by the trust, school leaders have ensured that key areas for improvement have been addressed and the school has moved forward. The impact of this can be seen in the improving outcomes achieved by pupils. Staff feel supported and have manageable workloads.

Trustees and local governors understand the school's needs well. Leaders at all levels are ambitious for all pupils and 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)

• The school's writing curriculum is not enabling pupils to build knowledge and skills progressively over time as well as it could. This means that some pupils leave the school unable to write at the expected standard. The school should continue its efforts to ensure that the writing curriculum is implemented effectively.

• The proportion of pupils who are persistently absent needs to reduce. These pupils miss out on important learning and personal development opportunities. The school should continue to implement its recently introduced systems to improve the attendance of pupils who are persistently absent.