Meldreth Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy learning the ambitious curriculum at Meldreth. They behave exceptionally well. Pupils thrive on the high levels of autonomy and responsibility with which they are trusted.

They do the right thing because it is the right thing to do. They are motivated to succeed. In lessons, pupils listen very carefully to every instruction.

They work hard and try their best at all times. This helps them to achieve well.

Pupils are proud of their inclusive school.

They understand that everyone is different and they embrace this positively. They are kind and supportive and help one another to learn. This extends beyond their own classrooms.

Older... pupils 'buddy up' with younger pupils to read with them. This develops positive relationships, which extend to playtime and lunchtime and helps everyone feel secure.

Pupils make meaningful and valuable contributions to the school and to the broader community.

For example, 'junior travel ambassadors' seek to take real world actions to improve road safety in their local environment.

Pupils feel safe. They are appreciative of the school's strong pastoral support and the opportunity to talk to their trusted adults when they need to.

Bullying is very rare. Pupils agree that it is unacceptable and they have confidence in their teachers to keep them safe.

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

The school has adopted a consistently ambitious curriculum.

It has carefully thought about what pupils need to know. For example, in art, pupils study a range of artists and learn about artistic movements like modernism. Knowledge is broken down into manageable steps, which helps pupils to learn and remember it.

In some subjects, some teachers lack the depth of subject knowledge needed to deliver well enough what the school wants pupils to learn. This means that some pupils sometimes do not embed or deepen their understanding as well as they might.

The school has ensured that learning to read well is prioritised for all pupils.

It has adopted a well-sequenced phonics curriculum and children learn quickly the sounds they need to know. Leaders provide training so that staff teach phonics consistently well. Staff use accurate checks to swiftly identify anyone falling behind in reading.

This includes any older pupils who may not have learned all their sounds. Any pupils who find reading tricky receive extra teaching in small groups to help them catch up. As a result, pupils learn to read confidently.

Older pupils enjoy reading and have impressive knowledge of a range of authors. Teachers read to pupils regularly. Pupils enjoy these books and this develops a love of reading.

There are high expectations for pupils with special educational needs and/or disabilities (SEND). The school ensures that pupils with SEND learn the same curriculum as their peers. Teachers make appropriate adaptations to their lessons to meet pupils' individual needs.

Pupils with SEND achieve well overall as a result.Pupils display high levels of independence and a positive and resilient attitude to learning. This starts in early years, where children relate exceptionally well to each other and show high levels of concentration.

They share and take turns with their peers without adult support. Pupils feel comfortable and happy when at school. In lessons, they listen attentively to their teachers.

Clear expectations and well-embedded routines ensure that learning time in lessons is maximised. A calm and purposeful atmosphere can be felt throughout the school.

The school carefully monitors attendance and takes swift and personalised actions when required.

As a result, pupils attend regularly and persistent absence is very rare.

The school promotes the personal development of pupils effectively. All pupils can take on leadership responsibilities.

These are meaningful and represent a highly valued part of school life. These give them a whole school responsibility. 'Peer mediators' play a particularly high-profile role.

They effectively support their peers and are often able to resolve any conflicts without adult support.

The school provides a wide range of trips. The trips support pupils to engage with the curriculum.

For example, Year 2 pupils excitedly recalled a visit to a castle in Year 1 when shown a painting of a different castle. Pupils know how to keep themselves safe online and in the real world. There is a wide range of extra-curricular clubs available, which help pupils to develop their talents and interests.

The school provides a number of these clubs at lunchtime so that as many pupils as possible can benefit from them.

Governors are knowledgeable and diligent in the actions they take. They support the school effectively because they know the school well.

Leaders take care to ensure staff workload is reasonable and staff appreciate these actions. Parents and carers speak highly of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not made sure that all staff know how to deliver some parts of the non-core curriculum confidently and well. This sometimes hinders how well children learn and achieve in these subjects. The school should ensure that teachers have the knowledge and pedagogical expertise needed to deliver all areas of the curriculum effectively.