Marshland St James Primary and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Marshland St. James is a welcoming school. Pupils say that they have fun and like their learning activities.

They try hard and behave well. Leaders have high expectations of what pupils can achieve. Leaders have crafted an effective curriculum that matches these high expectations.

Children in the early years access an exceptional curriculum and are very well prepared for Year 1.

Pupils love the fact that all the staff know them personally. Pupils are well cared for.

They are safe and feel safe. Staff know pupils' interests well and make activities appealing. The school's shared vision of 'believing, belonging and being' underpins the way pupils work....

Pupils say there is no bullying and behaviour is good. If there were to be any bullying, they can ask for help from staff who will then resolve any problem. Parents appreciate the care staff give to pupils.

Pupils forge strong relationships with adults and each other. There is a strong feeling of mutual respect. Pupils learn and develop a mature understanding of people from a range of backgrounds and cultures.

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

Leaders have designed a curriculum that is ambitious for all pupils to succeed. Staff make effective use of the links between subjects. They also use pupils' interests to help create memorable learning opportunities.

Teachers use their information effectively to plan learning that interests pupils and helps them to achieve well. Many pupils remember what they are taught.

Leaders have set out what pupils need to learn.

In most subjects in key stages 1 and 2, teachers teach subject matter in a sensible order. This helps pupils to build on what they have learned before. Pupils achieve well in these subjects.

In a small number of other subjects, the curriculum is not as well set out. This means that teachers' plans are not as clear on how to structure learning, so pupils develop a deep understanding over time. Pupils are less secure in what they have studied.

Teachers check what pupils have learned. This happens across most of the curriculum. They provide extra support where needed.

This helps pupils to build on their skills and knowledge from Nursery to Year 6. Teachers decide how best to adapt and strengthen the education that pupils receive. This use of assessment is working well.

In the early years, the curriculum is exceptionally strong in all areas. Staff have a deep knowledge of the learning needs of all the children. Staff teach the curriculum very well.

They adapt learning to ensure that all children achieve extremely well.

Leaders make certain that all staff place a great emphasis on teaching pupils to read. Pupils begin to learn to read as soon as they start school.

Older pupils have a vast array of books, ranging from classics to modern fiction. They love reading and are keen to talk about their favourite texts.

Leaders have adopted a well-structured approach to phonics teaching and assessment.

If some pupils fall behind, adults are suitably trained to provide extra help. Teachers make sure that pupils read books that match their phonics knowledge. As a result, most pupils read with increasing fluency.

Leaders work with staff to identify the needs of pupils with special educational needs and/or disabilities (SEND). Effective support is in place to help pupils with SEND to access the curriculum and to learn well. Parents and carers of pupils with SEND receive updates about their children's learning.

Staff follow the behaviour policy and procedures consistently and well. Pupils willingly follow the rules and show positive attitudes to their learning and each other.Pupils have regular opportunities to become responsible and respectful citizens.

Pupils attend a wide range of extra-curricular activities which complement their classroom learning.

The governing body shares leaders' aims for pupils' success. It knows what is working well and what needs to further improve.

Leaders are ably supported by the diocesan multi-academy trust. Leaders are considerate of the workload of staff.

Safeguarding

The arrangements for safeguarding are effective.

Everyone is committed to ensuring that pupils are safeguarded. Staff receive regular training and updates on how to identify any potential concerns. Staff report and use the systems well so leaders can follow up on any issues that arise.

Leaders work effectively with external agencies to ensure that pupils get the support that they need. Leaders' record-keeping is thorough, detailed and accurate.

Pupils learn about keeping safe in lessons.

This includes learning strategies to help them keep safe when using online technologies.

Leaders ensure safe recruitment practices are followed and records are well kept.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In key stages 1 and 2, the curriculum is not as well developed in some subjects as it is in others.

In these subjects, pupils are less secure in what they have learned, and teachers may not always help pupils to build on what they know.Leaders are aware of the need to develop these subjects. They should continue to work to provide guidance for teachers to help pupils learn well across all subjects.