Marston Montgomery Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school and feel safe. They say that staff help if they have a worry.

Pupils conduct themselves well around school, and the environment is calm. They behave with respect and act responsibly towards others. They understand why it is important to treat everyone fairly and to respect those who are different from themselves.

Parents and carers are positive about the school. One parent, typical of others, commented: 'The teachers really care about all of the pupils and their success.'

Pupils enjoy responsibilities as sports monitors and online safety 'I-vengers'.

By raising funds for charities, they understand how they can help othe...rs. Pupils can explain about important British values with confidence, but their understanding of different world faiths is not as secure.

Pupils experience a variety of enrichment opportunities.

They learn about conservation, attend residential visits, go to the theatre and visit places of interest. They like taking part in lunchtime sports clubs and enjoy competing against other schools.

After a period of turbulence, the school's staffing arrangements are more settled.

The school has worked at pace to bring about much-needed improvements to the curriculum. However, these changes are not fully implemented. Pupils are not always sure what they are supposed to be learning and sometimes struggle to recall important information.

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

This school is beginning to improve. An accurate understanding of what is and is not working means that staff can focus their efforts on changes that will make the biggest difference. Subject leadership is strengthening, although many leaders are new to their roles.

Recent changes to the school's curriculum are starting to have a positive impact. However, there is more work to do before the quality of education is good enough.

Reading is a priority.

The phonics programme has been refined to ensure that well-trained staff teach it consistently well. Children learn phonics as soon as they join Reception Year. They practise new letters and sounds each day.

Pupils read books that contain the sounds and words they know. This helps to develops their reading confidence. Pupils at risk of falling behind are supported to catch up quickly.

Pupils learn to read well, including pupils with special educational needs and/or disabilities (SEND). They continue to develop a love of reading, with plenty of high-quality books available for them to read.

The early years curriculum has been redesigned very recently.

It sets out exactly what children should know and when they should know it. Children learn important routines and develop their skills of independence. However, this new curriculum is still in the process of being implemented.

Children are not prepared well enough for the next stage.

The school's review of the curriculum is ongoing. In some subjects, teachers know exactly what to teach pupils and when.

However, in other subjects, it is not clear precisely what pupils need to learn or in what order. In these subjects, teachers do not focus well enough on teaching the important knowledge or checking what pupils can remember. As a result, pupils' knowledge of these subjects often lacks depth.

The provision for pupils with SEND is improving. The school has made sure that the needs of these pupils are identified correctly. Plans for these pupils have been reviewed to check that they are appropriate.

The school works effectively with a range of external professionals so that pupils with SEND get the right support. However, some of these pupils cannot access the curriculum as well as they should so that they can be successful.

There is a carefully considered personal, social and health education curriculum in place to support pupils' well-being.

Pupils develop a good understanding of how to look after their mental and physical health and learn about positive relationships. However, their knowledge of different faiths and cultures is fragile.

The school makes sure that parents understand why it is important for pupils to attend school.

Most pupils attend school well.

Staff have worked well together as a team to implement the recent changes. They are positive about the support they receive with their well-being and workload.

Governors understand the priorities to improve the school. They check and challenge the work now taking place to bring about improvements. The school also receives effective support from the local authority and from a local multi-academy trust.

There is a shared desire among everyone involved to ensure that this school achieves ambitious outcomes for its pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not identified the important knowledge that pupils should know in sufficient detail.

Teachers do not always have the information they need to make sure that pupils' knowledge builds on what they already know. This leaves pupils with gaps in their knowledge. Leaders should ensure that the small steps of important knowledge are identified clearly so that pupils secure their knowledge of every subject.

• Some subject leaders do not have sufficient knowledge and skills to carry out their roles effectively. They do not have a precise enough understanding of what is working well in their area of responsibility and what needs to improve. Leaders need to ensure that these subject leaders have the right training and support to be able to lead their areas of responsibility and be effective in their roles.

• Teachers do not always consider the needs of pupils with SEND well enough when planning and implementing the curriculum. They do not pay close enough attention to how they adapt the learning so that these pupils can access the full curriculum. The school should check that teachers make effective use of information about pupils with SEND to provide these pupils with the support they need.

• Some pupils have limited knowledge and understanding of different religions and faiths. They are not fully prepared to appreciate life in modern Britain. The school must ensure that all pupils learn about a diverse range of faiths.