Meridian Angel Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this school because it is a welcoming and happy place to learn. Staff and pupils treat each other with respect and kindness.

The atmosphere around the school is calm and orderly. Pupils work hard and model the school's values of 'resilience, hope, and friendship'.

Pupils behave well in class and during social times.

This is because there are consistent routines and high expectations from staff. Pupils show positive attitudes towards their learning. As a result, learning is not interrupted by poor behaviour.

Relationships between staff and pupils are warm and nurturing. Pupils know who to talk to if they have a worry. They know ...they will be listened to, and this means they feel happy and safe.

Leaders provide opportunities for pupils to take on positions of responsibility. For example, some pupils in Year 6 are librarians who take care of the well-resourced school library. Pupils are taught about democracy.

They vote for their classmates to be elected as members of the school council.

Leaders provide a range of clubs, including art club, book club, choir and sports clubs. These activities support pupils to develop their talents and pursue their interests.

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

Reading takes priority here. Staff read to pupils daily. Pupils read widely and often.

They visit the school library and talk with enthusiasm about the books they are reading. This includes children in the early years. Pupils develop a love of reading.

Children are taught to read from the start of Reception. Teaching staff are well trained in phonics. This means they teach reading consistently well.

Adults check pupils' progress in phonics regularly to decide what they need to learn next. Pupils, including those in the early years, are given books that are closely matched to the sounds that they know. Therefore, they read with confidence and developing fluency.

Pupils who find phonics difficult are given the extra help they need to catch up.

Leaders are ambitious for all pupils to achieve well. They have put a well-structured curriculum in place for most subjects that identifies what leaders want pupils to learn.

This key knowledge is broken down into logical steps for pupils to learn as they progress from Reception to Year 6. For example, pupils in Year 6 can estimate the size of an angle because they have previously been taught how to classify angles.

Teachers deliver curriculum content clearly.

They address pupils' misconceptions and provide effective support when it is needed. However, in a few subjects, pupils struggle to remember key knowledge and vocabulary. This is because in these subjects, leaders and teachers do not have effective systems in place to check what pupils have been taught, know and remember over time.

In addition, in some subjects, the curriculum is not delivered as leaders have intended, and this means that some pupils have gaps in their knowledge.

In the early years, teachers provide frequent opportunities for children to practise early mathematical and writing skills independently. For example, children can quickly recognise quantities of small groups of objects without counting.

This supports children's readiness for Year 1.

Leaders identify pupils with special educational needs and/or disabilities (SEND) effectively and accurately. Pupils with SEND get the support they need so that they can access the curriculum alongside their peers.

Teachers make adaptations to teaching methods to ensure that pupils with SEND learn well. Leaders work closely with staff and other professionals to meet the needs of pupils with SEND, including children in the early years.

Pupils behave well in lessons and in the playground.

They are motivated and want to do well. Learning is not interrupted by inappropriate behaviour. Pupils are taught how to manage their feelings, to collaborate and to look after others.

Leaders want pupils to become supportive and caring citizens who value friendship. Pupils are taught about the importance of diversity and individual liberty. Lessons across the curriculum subjects help pupils understand how to identify risks both within and beyond the school.

Pupils are taught about consent in an age-appropriate manner.

Leaders have created an inclusive environment for staff and pupils. Governors are committed to and ambitious for the school.

They understand what the school does well and what it needs to do to be even better. Leaders and governors make sure that workload is manageable, and that staff well-being is a priority.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is everyone's priority here. Leaders provide up-to-date training for all staff. This means that staff know how to recognise and report concerns.

Leaders respond to concerns quickly. They work with external agencies to ensure that pupils and families who need support get the help they need.

Leaders provide opportunities for pupils to learn about possible risks within and beyond school.

Pupils are encouraged to keep safe, including online. They are taught to recognise the signs of unhealthy relationships.

Leaders carry out robust checks on staff before they are appointed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few foundation subjects, the curriculum is not being delivered as intended. This means that sometimes, pupils have not been taught key concepts effectively and have gaps in their learning. Leaders should make sure that the curriculum is implemented as intended so that pupils learn the required key knowledge, skills and vocabulary.

• In some subjects, leaders have not put systems in place to check the key knowledge, skills and vocabulary that pupils need to know and remember. As a result, pupils develop gaps in their knowledge. Leaders should make sure that staff check pupils' learning in these subjects so that any gaps can be identified and addressed.

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