Maple Grove Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to be part of Maple Grove Primary School.

They rise to the high expectations that leaders and teachers have of them. Staff have a caring and consistent approach. Pupils behave well and want to learn in lessons.

Pupils enjoy a range of clubs and activities, such as the sports and computing clubs. Virtual headsets are used to allow pupils to visit 'virtually' places they have not been. Pupils learn about leadership through the school council.

They learn how to communicate well with each other through the school's 'a, b, c' approach of adding to, building on, and challenging other people's ideas.

There are strong relationships between l...eaders, pupils, and pupils' families. Pupils get the support they need because staff put them at the centre of the important decisions.

Pupils are welcoming and inclusive of others with different backgrounds and identities. Pupils with special educational needs and/or disabilities (SEND) get involved in all aspects of school life.

Bullying is rare.

Pupils are confident that their teachers will sort it out if it happens. Pupils feel safe and cared for by staff.

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

Pupils get off to a good start with their learning.

Leaders have mapped out the key things they want children in Reception to learn to be ready for the next stage. For example, leaders carefully teach pupils about pencil grip, which they know will be important for extended writing and art. This means that children are well prepared for the transition to Year 1.

Reading is a high priority. Leaders have successfully ensured that all members of the school community support and promote reading. Teachers make sure that they read high-quality books to pupils.

Teachers usually teach the phonics programme well. They generally choose books for pupils that match the sounds that they have been taught. As a result, most pupils quickly become more confident in their reading.

Leaders have designed a curriculum which is ambitious and well thought through. It focuses on the key knowledge pupils need to learn in each subject. Leaders have sequenced the curriculum so that pupils understand the links between different subjects.

For example, pupils have knowledge from history about how ancient civilisations used the materials that are introduced in art lessons. Leaders ensure teachers have appropriate curriculum planning documents to underpin teachers' subject knowledge. As a result, pupils remember much from the subjects they are taught.

Some teachers' knowledge of what needs to be taught is not fully developed. They are still getting to grips with the content of some subjects, such as history, geography and religious education (RE). Occasionally, assessments are not precise enough for teachers to check whether pupils have learned important pieces of knowledge.

This means that teachers have some, but not all, of the information they need to ensure pupils have fully grasped the intended learning.

Leaders and teachers ensure that pupils with SEND get the right level of support. Teachers match their teaching well to pupils' individual needs.

This enables pupils with SEND to learn the curriculum successfully.

In personal, social and health education (PSHE), teachers help pupils to become informed members of society. There are specific lessons to develop resilience and positive attitudes.

Pupils are prepared for life in modern Britain. For example, they learn about how democratic decisions are made.

Pupils largely behave well.

They enjoy being at school. Teachers create a calm and positive environment so that pupils can learn. On the few occasions when inappropriate behaviour disrupts pupils' learning, staff respond quickly and effectively.

Leaders have prioritised making sure that pupils attend well. They have done this by working closely with families and external agencies. As a result, attendance levels have improved.

The multi-academy trust provides leadership support. It has also provided staff training in reading. This has helped teachers and improved the curriculum.

Leaders have created a school environment where staff want to work, and parents want to send their children. Staff have effective support to manage their workload and are very proud to be part of the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders of safeguarding, senior leaders, pastoral leaders and managers have clear responsibilities. They challenge each other to make sure that their decisions lead to effective help for pupils. Leaders support the most vulnerable pupils to attend well.

They make sure that the curriculum includes information about how pupils can keep themselves safe. Pupils know how to keep themselves safe, for example by knowing how to act appropriately online.

Leaders and managers check that safeguarding concerns are acted on quickly.

They also check that staff know what they need to about safeguarding pupils. Leaders make referrals to external agencies as appropriate. They use their knowledge of safeguarding to push for the right level of support for pupils and families who need it.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not have a strong understanding of the subject content pupils need to learn. This means that some of the teaching decisions that they make are not as well informed as they should be. Leaders should ensure all teachers have the knowledge and understanding they need to make accurate decisions about which content to focus on when teaching the full curriculum.

• In a number of subjects, the assessments and success criteria that leaders ask teachers to use do not reveal whether pupils know crucial components of the curriculum. This means that assessments are not always telling teachers whether pupils have learned the curriculum. Leaders should ensure that assessment in all subjects is well matched to the precise content of the curriculum.