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Pupils are flourishing at Market Deeping Community Primary School. It is a safe, happy place.
Pupils get the right support at the right time. Pupils say, 'The teachers are always there for you, whatever you need.'
Four core values are woven into the fabric of the school.
Pupils strive to be 'confident communicators', 'resilient learners', 'aspirational citizens' and 'community champions'. The school has ensured that every subject contributes towards the achievement of these aims.
Pupils are well behaved.
They are cheerful and polite. They open doors for one another, and they play nicely on the playground. They like being rewarded for showin...g skills that are linked to the school's values.
Pupils enjoy the wide range of extra-curricular experiences that are available to them. Pupils told inspectors, 'There are so many opportunities for us and so many great things to do.' Pupils are particularly passionate about 'LEGO Club'.
They are proud of all the trophies they have won for designing, constructing, and programming robots.
Parents and carers are unanimous in their appreciation of the school. They recognise the high-quality education and care that their children receive.
They praise the support given to pupils with special educational needs and/or disabilities (SEND).
What does the school do well and what does it need to do better?
The curriculum at Market Deeping Community Primary School is a real strength. It is rich and ambitious.
Curriculum plans set out exactly what pupils need to know at each stage of their education. The school has given careful thought to the sequence of learning in mixed age classes, as well as how subjects build on children's experiences in the early years. However, the curriculum is not yet having the full impact that the school intends.
In some subjects, pupils do not remember what they have learned before in sufficient detail.
Staff are experts in teaching pupils how to read. They show pupils how to use their 'blending hands' to combine letter sounds into whole words.
Staff go over words that are harder to read and spell. The books that pupils take home to read are matched to the letter sounds they recognise. Older pupils learn how to extract hidden meaning from the texts they read.
All classes have timetabled sessions in the school library so that pupils can immerse themselves in a world of books. They listen with bated breath when teachers read to them at the end of each day. Pupils look forward to seeing if their class gets to look after 'Paige the Python', a weekly award for showing a love of reading.
Children in the early years benefit from high-quality interactions with adults. Reception staff take part in imaginary play so they can develop children's communication and language skills. The early years is enriched by regular forest school sessions.
Staff have good subject knowledge. They model learning well. They make sure that learning is adapted to meet pupils' needs.
In physical education (PE) lessons, for example, staff display images alongside activities to remind pupils of the movements they need to do to be good at running, jumping, and throwing. There are consistent, school-wide systems in place for checking on pupils' learning. However, assessment information is not always used to address specific gaps in pupils' knowledge.
Occasionally, staff do not pick up on pupils' misconceptions in lessons.
Pupils with SEND thrive. They have full access to the curriculum and the school's wider offer.
Staff know how to support pupils with SEND in all subjects. They make sure that learning is tailored to meet their specific, individual needs.
There are effective procedures in place for managing and improving attendance.
The school intervenes early if pupils have too much time off school.
The school's personal development offer is equipping pupils well for their lives beyond the classroom. Pupils know how to stay safe online.
They understand why it is important to exercise often and make healthy eating choices. Pupils make good use of playground equipment to be physically active at break times. All pupils can represent the school in one of its numerous sports teams.
They can also take on leadership positions, such as anti-bullying ambassadors. Pupils have a well-developed understanding of British values. However, their knowledge of world faiths is less secure.
Staff value the supportive ethos at the school. They appreciate the consideration that is given to their workload and well-being. They benefit from time to carry out their subject leadership roles.
The school is well led. It is ably supported by a very effective governing body.
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 has a rich and ambitious curriculum. However, in some subjects, pupils do not have a secure grasp of the important content they need to remember. The school must refine its systems for checking on learning so that any gaps in pupils' knowledge are addressed, and pupils gain the deep and detailed understanding of the curriculum that is intended.
