Mendlesham Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending school. They are very enthusiastic about what they have learned and the different ways that learning is brought to life. For example, pupils had made circuits out of various materials and could describe the science behind this.

Pupils love reading, choosing from the wide and varied selection of books on offer.

The school is highly ambitious for what pupils can achieve. Most make good progress through the curriculum as a result.

The school keeps a close eye on what each cohort learns over time, so that everyone has the same wide experiences and knowledge. The school is highly inclusive. Pupils with special educational needs and/or disabi...lities (SEND) who attend 'Mulberry', the special education needs (SEN) unit, are fully part of the school.

Pupils are polite, welcoming and well behaved.

Pupils in the older years take their responsibilities seriously, for example as road safety officers. They take pride in helping the youngest children go to and from playtimes.

Those youngest children quickly develop strong understanding of school routines and expectations. They are independent, organising themselves and their belongings at the start and end of each day.

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

The school regularly reviews the curriculum.

Professional development helps teachers become experts in what they are teaching. Pupils are enthused by their learning. They can recall lots of what they have learned before.

The school helps pupils revise and rehearse previous learning in many ways, for example 'fast facts' in mathematics, and 'sticky knowledge quizzes'. Pupils make good progress in their learning over their time in the school. This includes pupils with SEND.

Reading is given high importance. Pupils read books that are well matched to their reading stage. They regularly practise reading both for phonics knowledge and to develop comprehension.

Close monitoring of those pupils at the earliest stages of reading, means that everyone who needs it gets help to catch up or keep up. As pupils become more fluent readers, they read a wide range of fiction and non-fiction texts.

Teachers use practical apparatus and other resources, such as word banks, to help pupils where needed.

Pupils with SEND have well thought through adaptations or additional help to enable them to make strong progress through the curriculum. Their needs are clearly identified and met. Skilled staff ensure that pupils in the SEN unit successfully access a similar, broad curriculum to their peers.

The curriculum is enhanced by a range of clubs and visits. The school ensures that all pupils get core experiences, such as a theatre trip and learning to play a musical instrument, from the early years onwards.

Pupils are enthusiastic to write.

However, the quality of their handwriting varies. The oldest pupils generally have neat and well-formed writing. Some younger pupils have poorly formed letters, which means they are not able to write fluently and at speed.

The school has now ensured pupils practise writing on paper frequently right from the start. There is a high focus on children in the early years developing strong finger grip. There is time for other pupils to practise key writing skills.

However, this work is at an early stage.

Pupils learn about core values, such as respect and difference. They show these in their behaviour, being friendly and kind to each other.

They are welcoming to newcomers to the school. Pupils of all ages play together at breaktimes and enjoy using the climbing and fitness equipment. Pupils try hard in their lessons.

They listen carefully to guidance from staff on how to improve their work.

Pupils are knowledgeable about local artists and famous people. The school has reviewed and enhanced books available and the art and design curriculum, so there is a greater diversity of cultures represented.

However, pupils do not yet know much about life in modern Britain beyond Suffolk. They do not know how people can create change beyond their local community, for example overcoming discrimination.

Leaders work together closely and are knowledgeable about what the school needs to do to continue to improve.

Staff feel well supported by leaders at all levels and in the wider trust. The local advisory body has ensured that its recently changed role is still effective and challenging to leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils have not been taught precise transcription skills as well as they could have. As a result, their letter formation is not fluent and slows the writing process. The school should ensure that pupils develop the transcription skills required to write fluently.

• Pupils do not have sufficient opportunities to learn about life and values beyond their local area. For example, they do not learn widely about the role of government or about important people in recent history beyond Suffolk. The school needs to ensure that pupils have more opportunities to learn about life in modern Britain beyond the local area.