Marlborough Primary School

Highlights from Latest Inspection

What is it like to attend this school?

At Marlborough Primary School, uniqueness is celebrated. Pupils are proud to talk about their different beliefs and backgrounds.

They focus on what makes them the same rather than what makes them different. This means that pupils demonstrate exemplary character, champion inclusivity and advocate for each other. Pupils readily contribute to their wider community through regular fundraising events.

The school's vision is that all pupils 'excel, enjoy and achieve'. Leaders have high ambitions for pupils. Pupils' successes are reflected across the curriculum, including in national assessments.

They take pride in their achievements and are happy coming to school.<...br/>
Pupils' behaviour is excellent. Children in early years are supported to transition well and quickly adopt established routines modelled by older pupils.

Pupils know their trusted adults and feel that their concerns will be dealt with swiftly. As a result, pupils feel safe and are kept safe at school.

Pupils, including those with special educational needs and/or disabilities (SEND), benefit from all the school has to offer.

All pupils can develop their interests through the wide range of clubs and enrichment opportunities, including ukulele, skateboarding and chess. All pupils receive music lessons in addition to learning an instrument as part of an ensemble from Year 2 onwards.

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

The school's curriculum is broad and ambitious.

In each subject, and areas of learning in early years, leaders have specified the precise knowledge and skills they want all pupils to be taught. This builds over time so that pupils can access more complex tasks. For example, in music, children in Nursery develop their musical awareness by learning to clap, sway and join in with familiar songs.

This also supports children's wider learning through the development of social awareness, turn-taking and self-control. In Reception, children start learning to sing together. This means that older pupils can sing short melodies in three-part harmony.

Similarly, in mathematics, pupils secure the building blocks so that they can tackle problem-solving with increasing independence. Teaching supports pupils to practise components such as counting in 2s, 5s and 10s before moving on to more complex 'using and proving' tasks. As a result, pupils develop high levels of understanding across the curriculum, working towards the school's 'landmarks' in learning.

The school places great emphasis on reading, so that pupils become confident and fluent readers over their time at school. The curriculum, beginning in early years, is designed around key texts that leaders want pupils to know inside out and revisit across the curriculum. Staff are well trained to deliver the reading programme, so children begin learning to read as soon as they start school.

Pupils use books that are matched to their reading knowledge. Teachers' regular checks effectively spot any gaps in phonics knowledge. Pupils who need support to keep up and catch up get the right help.

This means that pupils become accurate readers over their time at the school.

Teachers identify any pupils who have SEND. Leaders support staff to design and adapt the curriculum to ensure that their teaching allows all pupils with SEND to access the curriculum.

Specialist additional training is provided for staff working in the resource provision to ensure that pupils are supported to access the curriculum from their starting points.

Pupils enjoy a calm and orderly learning environment, supported by clear expectations and routines. Leaders work with pupils to review school rules.

This means pupils are confident that adults will manage behaviour fairly. Beginning in early years, children are taught to speak about their emotions so that they can better understand their behaviours. As a result, pupils support one another in lessons to focus on the work.

Leaders have worked with families to keep attendance high so that all children can benefit from the curriculum and wider offer.

The curriculum for personal development is excellent. Pupils learn key concepts and develop their understanding through the curriculum.

For example, pupils in Year 3 learn about rules and routines, which supports them to learn about democracy and law-making. Pupils put this into action by voting for their favourite designs in the outdoor play spaces. Recently, pupils wrote to their newly elected MP with their concerns around littering in the local area.

In this way, the curriculum supports pupils to develop as active citizens.

Staff, including those at the early stages of their career, feel that leaders engage positively with them, and are considerate of their workload and well-being. Leaders have supported staff to develop their expertise, including through training and development opportunities.

Governors fulfil their statutory duties and are well informed of the work of the school. Leaders and those responsible for governance have worked together to develop the areas of further improvement for the school so that all pupils continue to benefit from the high-quality education on offer.

Safeguarding

The arrangements for safeguarding are effective.

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