Mapledene Primary School

Highlights from Latest Inspection

Outcome

Mapledene Primary School continues to be a good school.

What is it like to attend this school?

Pupils are happy at Mapledene Primary School.

They say it is like being part of a family. Leaders have high expectations for all pupils. Pupils achieve well because leaders have designed a curriculum that is ambitious for them all, including those with special educational needs and/or disabilities (SEND).

Leaders ensure that pupils follow the school rules. All pupils behave well. Leaders deal with bullying effectively.

Pupils understand about equality and diversity. They visit different places of worship. This broadens their understanding of life in modern Britain.
<...br/>Pupils talk about the things they learn on these trips respectfully. Visitors such as meteorologists and dentists help pupils learn about science and keeping healthy. These visitors encourage pupils to have high career aspirations.

Pupils have opportunities to develop their character through trips, visits and clubs, such as dance and drumming. Pupils sing enthusiastically in the choir. They perform songs at a local hospital.

These opportunities ensure that pupils are equipped to be ready to move on through education and life. Pupils take on responsibilities, such as being librarians and reading to younger pupils. Children in Reception take turns to be milk and fruit monitors.

They are proud of these roles that contribute to the life of the school.

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

In most subjects, the knowledge that pupils need to know is precisely organised. Teachers are clear about what children need to learn.

Pupils benefit from a variety of approaches to reinforce the learning. For example, in mathematics, teachers refer back to previous work to make sure that pupils remember what they have been taught. This helps pupils to apply what they have learned to solve new mathematical problems.

In the early years, leaders also identify the important knowledge that pupils need to know in detail. For example, children in both Nursery and Reception use play dough to make characters from stories they hear. In Reception, teachers expect the children to make a more complex item using equipment and additional resources.

This ensures that children's learning builds over time.

However, pupils do not learn as well as they should in a small number of subjects. Leaders have not ensured that the detailed knowledge that pupils need to know has been clearly identified.

This means that teachers are sometimes unsure about what knowledge they need to teach and when to teach it. In some subjects, teachers focus on creating memorable activities rather than emphasising the learning. This means that some pupils can remember the activity but not what they learned as a result.

Teachers identify pupils with SEND effectively. Leaders ensure that these pupils receive the support they need from well-trained staff. As a result, pupils with SEND, including those with speech, language and communication needs, make progress against their specific targets.

The provision for reading is very effective. The way pupils learn sounds is well organised. Most pupils learn to read fluently.

All children start learning to read as soon as they join in Reception. Pupils receive support from well-trained staff if they need extra help. This means that they catch up quickly.

Staff make sure that pupils have reading books that match the sounds they are learning.

Pupils are proud of their work but too many children cannot write in a fluent handwriting style. Teachers do not consistently address children's ineffective pencil grip when learning to form letters.

Mistakes persist and become embedded in pupils' practice. This means that they are not able to write as fluently as they should when they get older.

The school's governing body has seen significant changes recently.

Many of the governors are new to their roles and, as yet, have not acquired the skills needed to enable them to check the impact of leaders' actions and offer challenge when required.

Staff say that leaders take their workload and well-being into consideration at all times. Teachers say that this gives them more time to focus on teaching.

Parents are overwhelmingly positive about the school. They say their children are happy, safe and nurtured.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide regular training for staff and governors. Staff know how to spot pupils who may be at risk of harm and know what to do if they have concerns. They pass on concerns promptly.

Leaders and staff support pupils' welfare. They work well with parents and external agencies to provide additional help when needed.

Leaders ensure that the curriculum teaches pupils how to stay safe.

Pupils learn about healthy relationships, appropriate boundaries and behaviour. They know how to keep themselves safe when online. Pupils know whom to talk to in school if they are worried.

They are confident that staff listen.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured that the precise knowledge that pupils need to learn is well thought out in some subjects. Teachers are sometimes unsure about what key knowledge they need to teach.

Pupils cannot remember important information to help them understand new learning. Leaders should ensure that the curriculum is well sequenced and that the most important knowledge that pupils need to know and remember is clear. ? Support for early handwriting is not as effective as it could be.

As a result, pupils do not write with fluent handwriting. Leaders should ensure that teachers support pupils to develop correct pencil grip and address pupils' errors with letter formation. ? Some governors are inexperienced and lack a secure understanding of their roles.

This prevents them from being able to offer appropriate challenge and to check fully the impact of leaders' actions. Governors should ensure that they develop their skills so that they can make effective checks on leaders' actions.Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 in March 2017.