Meanwood Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Staff prepare pupils extremely well for the next stage of their education and for their future lives. There is an absolute determination that pupils will become active and positive contributors to society.

One pupil, expressing the views of many, said, 'we will be good when we grow up and we will help our community.'

The school has very high expectations for what pupils can achieve and for pupils' behaviour. Pupils respond positively to these high expectations.

They behave calmly and sensibly around the school building. Pupils play cooperatively at playtimes. Rare disputes are resolved swiftly, often by pupils who have been trained in restorative practice....r/>
Staff care deeply for all the pupils. This contributes to pupils feeling happy and safe in school.

Pupils benefit hugely from the school's exceptional provision for their personal development.

They thrive in a variety of leadership roles and positions of responsibility. For example, reading ambassadors help to spread the school's enthusiasm for reading. These pupils develop confidence through promoting books in assemblies and reading texts to younger pupils.

School councillors contribute to improvements to the school environment, such as through planting in the school grounds to attract wildlife.

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

The school has designed a curriculum that is broad and ambitious. Pupils learn to successfully apply their mathematical knowledge in meaningful contexts.

Reading is promoted well. Learning is carefully planned in a sequence that runs from early years to Year 6. The school has identified the important knowledge that pupils should learn across all subjects.

Teachers ensure that pupils' knowledge builds over time in different subjects. In lessons, pupils regularly revisit previous learning to ensure that they remember what they have been taught.

Teachers generally make effective checks to see if pupils have gaps in their knowledge and quickly address them.

However, on some occasions, these checks do not identify when pupils make repeated mistakes with handwriting, punctuation and spelling. Some pupils do not then improve these aspects of their written work. Teachers plan engaging lessons based on their secure subject knowledge.

On some occasions, tasks do not enable pupils to use learning time as effectively as they could.

Pupils with special educational needs and/or disabilities (SEND) are supported very well. These pupils access the same ambitious curriculum as their peers.

When necessary, careful adaptations are made to ensure their needs are met.

The school passionately promotes a love of reading. Pupils at the early stages of learning to read are taught the sounds that letters make in carefully structured ways.

Older pupils are enthusiastic when discussing their favourite books and authors. Adults read to pupils every day. In the Reception class, books are central to children's learning, for instance to develop and broaden their vocabulary through the introduction of words such as 'devour' and 'scavenging'.

Children in Reception get off to a positive start to their education. There are well planned opportunities for children to develop in all areas of learning. Adults interact positively with children, helping them to secure and consolidate their learning.

Children develop high levels of confidence and independence. They also cooperate and play together cheerfully. There are plentiful opportunities for pupils to develop early mathematical knowledge, such as through creating repeated patterns using a computer.

Children in early years also learn the importance of keeping healthy and through the 'Teddy Bear Hospital' visit by local medical students. There is rich learning when children bring their own teddy bears in for checkups and treatment.

Positive and successful relationships underpin the school's approach to behaviour management.

Pupils value the school's restorative approach to helping them resolve conflict and make better decisions in the future. Pupils know that they are cared for. They know that they can speak to trusted adults or use worry boxes to share any concerns.

Pupils benefit from a highly impressive personal development programme. The way in which the school develops pupils' character is exceptional. This is threaded through all aspects of school life.

Pupils respect differences between people. They have a deep understanding of protected characteristics. In 'diversity week', pupils learn about a range of disabilities, including those that are less visible, such as neurodivergence.

There are high levels of participation in the wide range of extra-curricular activities, including by vulnerable pupils and those with SEND.

Leaders and governors share an unwavering ambition that every pupil will be a positive citizen. The school keeps up with the latest educational research in developing the curriculum.

There is a strong commitment to continually developing staff. Staff are united in their praise for leaders who have worked tirelessly to make continued improvements to the school. The majority of parents are similarly positive.

Governors are highly skilled and have a good understanding of their role. They are supportive of the school but will challenge and take difficult decisions when necessary.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is some variation in the use of assessment. Misconceptions are not consistently addressed. The school should work with teachers to improve the use of assessment to enable pupils to produce better quality work.