Marriott Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils say that they like coming to Marriott.

They feel listened to. They say that it is a 'big family' where staff care for them and want the best for them all. Pupils proudly walk Winnie, the therapy dog, around the grounds.

She is adored wherever she goes.Pupils told inspectors how staff set a good example to them and help them to behave well. They like the 'Marriott's Merits' system, and the certificates and rewards they get for good attendance.

They love the many inter-school sporting competitions and clubs provided. They say that lessons are 'fun'. These are not interrupted by poor behaviour, and pupils work hard.

Teachers help them to catch up... in their learning after the restrictions of the COVID-19 pandemic.Pupils are clear that, while there is some bullying from time to time, they feel safe in school. Staff generally sort out any unkindness quickly and firmly.

Pupils get on together happily. Some pupils find it difficult to manage their own behaviour, but this is very well dealt with. The adults in 'the hub' provide exceptional support.

Staff welcome to the school every pupil, regardless of how high their level of need is. They refuse to give up on any one of them.

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

Senior leaders' integrity and dedication to the education and future of every pupil set the tone at Marriott Primary.

They ensure that every child, including those excluded from other schools, will have their needs met. These qualities are reflected in the staff who work there. Staff work and communicate very closely together to give pupils the consistency they need.

For example, no stone is left unturned to support pupils with special educational needs and/or disabilities (SEND) to access the curriculum. This is despite the multiple difficulties many face, both academically and socially. Staff feel well supported, and are grateful that leaders take their workload into account when making decisions.

The curriculum in early years is designed to prepare children well for Year 1. Staff are trained to build children's knowledge of language and communication skills. They do so with skill.

Children in Nursery Year are taught to listen for different sounds. This helps them to be fully ready to begin phonics at the very start of Reception Year. Teaching children to read as quickly as possible is a priority for the school.

Staff use a consistent approach and know exactly what sounds each child needs to learn next. Inspectors saw staff and children using their 'robot arms' to read words such as 'quilt' and 'quench'. Staff give daily and intensive support to any children whose skills in reading are not secure.

Leaders are clear about the things they want pupils to know in different subjects at different points in time. They have arranged lessons in a logical order to help pupils remember them. In mathematics, Year 3 pupils can understand denominators and numerators because they have already been taught a secure knowledge of number.

Teachers have identified, and are attending to, the knowledge that pupils have missed or forgotten because of the COVID-19 pandemic. Lessons are improving pupils' writing, so that pupils can use vocabulary such as 'viciously' and 'hand-crafted'. Pupils' achievement is catching up quickly.

There are assessment procedures in place to check what pupils know. However, leaders of some foundation subjects do not yet have a precise understanding of how their colleagues use these assessments to inform future learning.Pupils' personal development is good.

They are taught well about relationships, different cultures and the importance of respecting all. They have a secure understanding of the protected characteristics. They know that it is wrong that, for instance, women or people of a different ethnicity or religion are sometimes treated unfairly.

They are taught citizenship well. They learn about democracy and laws, and take part in moral debates about, for example, vegetarianism. Pastoral care is of an exceptional quality.

Staff are dedicated and unceasing in their work. They raise pupils' attendance, improve pupils' mental well-being and help those who have experienced trauma and abuse. Pupils in danger of suspension are given excellent support.

Leaders have wasted no time in providing once again a wide range of clubs and activities, such as chess and tennis.Pupils behave well at Marriott. In class, they pay attention and listen to their teachers.

They follow instructions and complete their work to high standards. This means that everyone can learn. They play and socialise together happily at breaktimes.

They keep the school tidy and show respect for each other, and towards staff and visitors. Staff deal with bullying in an effective way.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that all staff receive regular safeguarding training. Staff understand fully their responsibilities to report any concern they have. Leaders, in turn, have an excellent oversight of all vulnerable pupils.

They can explain with precision the actions they have taken. Detailed safeguarding records confirm that these actions are both timely and well judged.Good procedures and practices are in place to protect pupils.

This includes protection from any sexual harassment by peers, should it occur. Leaders do all they possibly can to support pupils being harmed or being at risk of harm.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers are relatively new to the school or their roles.

Leaders of some foundation subjects are not as clear as they could be about how their colleagues are using the assessment systems, some of which have only recently been implemented. This risks the school's capacity to attend to any weaknesses with promptness and precision. Senior leaders should ensure that all subject leaders are given support to develop a secure, consistent understanding of assessment use and findings in the subject for which they are responsible, so that they can make any adjustments needed.