Meysey Hampton Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Children get off to a flying start in the early years. Pupils enjoy learning. Their well-being is prioritised as highly as their academic achievement.

Pupils appreciate the wide range of enrichment activities on offer, such as learning to play the violin, the 'Meysey Mile' and residential visits. Pupils' personal development, talents and interests are nurtured well.

Pupils are proud to take on roles of responsibility.

For example, Year 6 pupils enjoy being 'buddies' with the Reception Year children. Pupils are kind and caring and show respect for each other and adults. They know and understand the school's values.

Pupils learn about people in need an...d how they can help. They regularly collect donations for a local food bank.

There is a calm and purposeful learning environment in the school.

Staff have high expectations for pupils' behaviour. This begins in the early years. Pupils behave well and respond appropriately.

They are polite and well mannered. Pupils attend school regularly.

Parents say the staff are supportive and encouraging of their children.

Pupils are confident that staff will help them if they have worries or friendship issues. Pupils say they feel happy and safe in school.

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

The school's early years curriculum is used to carefully plan engaging learning activities in the classroom and outdoor spaces.

Staff use high-quality talk to develop the children's skills and knowledge well. For example, children use the correct mathematical words when counting and comparing objects up to the number eight.

Leaders have rightly prioritised pupils learning to read well.

The youngest pupils read books that closely match the phonics they learn. Staff's knowledge of phonics is secure. They swiftly and correctly spot when pupils need extra practice.

Consequently, pupils make strong progress in building their phonics knowledge. This helps pupils read with confidence and increasing speed.

Pupils enjoy reading a wide range of high-quality texts.

Teachers regularly read, ask questions and discuss books with their class. This helps pupils develop their reading comprehension skills and knowledge successfully. Staff promote reading across the school effectively.

Leaders, including governors, are ambitious for pupils' academic and personal development. This vision is shared by staff. They have developed a clearly sequenced curriculum from Reception Year through to Year 6.

Leaders have identified the essential knowledge they want pupils to know and remember.

There are some curriculum areas that teachers do not plan effectively. The learning activities do not always help pupils retain and deepen their essential knowledge well enough.

When this occurs, pupils are unable to build links between important knowledge. For example, in history, they are unable to recall prior knowledge and make connections between monarchy and settlements.

Pupils with special educational needs and/or disabilities (SEND) are identified accurately.

Appropriate support is put in place swiftly. For example, pupils use individualised resources that help meet their needs. Nevertheless, leaders are strengthening support for pupils with SEND.

This includes fewer and more precise individual targets that are regularly checked.

There are clear routines and expectations for pupils' behaviour. These begin in the early years.

Pupils who need additional help to understand their emotions and actions are supported well by skilled staff.

Staff help pupils to learn how to be physically and mentally healthy. They regularly read books together that support pupils' social and emotional development well.

Pupils know how the school's values help them to make the right choices in life. They understand the importance of democracy and respect. Pupils believe everyone should be treated fairly.

They are deepening their knowledge and experience of life in modern Britain.

The well-being of pupils, parents and staff has a high profile at the school. Staff appreciate leaders' consideration and support to manage their workload.

The school's governing body has systems in place to monitor and evaluate the effectiveness of leaders' actions. Governors know the school's strengths and areas for development. They provide challenge and support for leaders to help bring about school improvements.

Safeguarding

The arrangements for safeguarding are effective.

Leaders complete the necessary safeguarding checks before staff and volunteers begin working at the school. The accuracy of safeguarding records is checked regularly by governors.

Staff receive training to help them identify the needs of vulnerable pupils. They record concerns and share them with leaders. Leaders respond appropriately.

They know the external agencies to seek advice and support from for pupils and families in need.

Pupils are taught how to keep themselves safe online. For example, they know not to share passwords.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The intended curriculum is not implemented effectively in all subjects. This means in some wider curriculum subjects essential knowledge is not taught sufficiently well. Leaders need to support teachers to ensure that important content is taught and assessed accurately and consistently across all curriculum subjects.