Michael Syddall Church of England Aided Primary School

Highlights from Latest Inspection

Outcome

Michael Syddall Church of England Aided Primary School continues to be a good school.

What is it like to attend this school?

Pupils are proud to be part of this school. They are polite and courteous. Pupils are eager to share their learning and all the different activities the school offers them.

Pupils attend regularly. They show positive behaviour across the school day. Pupils celebrate their achievements both in learning and in other aspects of school life, such as sport.

The school has high ambitions for pupils. Pupils rise to these expectations. Pupils show attitudes and behaviour linked to the school values of self-belief, honesty, teamwork, passion, determination an...d respect.

A rich offer outside of the classroom allows pupils to develop as leaders, explore different sports and look after each other's well-being. Clubs, such as science, engineering and 'Syddall's Soldiers', let pupils explore their own interests. Parents value the wide range of opportunities the school puts in place for pupils.

Pupils feel safe in school. They know key adults who can help them if they have a worry or problem. Behaviour in lessons and around school is positive.

Adults are quick to help if pupils need support.

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

Leaders, staff and stakeholders, such as governors, want all pupils to do well. There is a carefully planned curriculum to achieve this.

The curriculum makes clear what pupils need to know and remember over time. Regular checks on learning help leaders know how pupils are progressing. Pupils know how they are progressing in their learning.

They are proud to share their success.

Children make a prompt start to reading in Reception Year. Leaders make sure phonics teaching is consistent.

Pupils enjoy using the sounds they know to read. Pupils at the early stages of reading have books that help them to become fluent readers. Leaders review the progress pupils are making with reading regularly.

Staff make sure pupils who need help to catch up with phonics get prompt support, including pupils with special educational needs and/or disabilities (SEND). Pupils enjoy a wide range of books as part of the English curriculum. Pupils talk passionately about class novels.

Pupils enjoy mathematics. The school ensures that the curriculum is clearly planned and sequenced so pupils progress well. In lessons, pupils practise arithmetic and revisit previous learning daily.

They also get the chance to explain their mathematical understanding regularly. Pupils talk enthusiastically about their mathematical knowledge. Pupils know how their previous learning is helping them with new ideas.

Children in early years learn about pattern and number so they are ready for mathematics in key stage 1.

In other subjects, like history, the key knowledge and skills pupils will learn are planned out. Pupils show their understanding of what they are currently learning.

Older pupils are beginning to make links between the different ancient civilisations they have studied, like the Mayans and the Greeks. Sometimes, however, in some subjects, the learning activities chosen are not well matched to the aims of the curriculum. The key knowledge pupils need to remember is not clear.

This sometimes hinders pupils' progress.

Leaders make sure that pupils with SEND have the right support in the classroom and can fulfil their potential. Leaders make prompt referrals to additional professionals.

Leaders use a range of ways and resources to meet pupils' needs. This helps pupils with SEND access the same curriculum as their peers.

Pupils enjoy coming to school.

Pupils benefit from orderly classrooms. Pupils focus on their learning. Rules, consequences and rewards are clear.

Pupils rightly focus on the range of ways they are rewarded for their hard work and positive attitudes. Staff know and understand pupils well. Pupils appreciate this.

The school monitors the well-being of pupils. Pupils receive bespoke support if needed. Pupils know how to stay healthy and how to keep themselves safe.

Pupils enjoy a range of school visits. Pupils lead on a range of initiatives, including drumming classes that promote physical activity and pupil parliament. They recognise and understand fundamental British Values.

Stakeholders understand the school well. They work alongside leaders to make sure the school curriculum matches their expectations. Staff, including those at the early stages of their careers, are positive about working in the school.

Leaders carefully consider workload. Staff work in teams to support this and are given dedicated time to fulfil responsibilities.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, staff and stakeholders know how to keep pupils safe. Leaders ensure that staff and governors have up-to-date training on safeguarding. Staff and governors understand their responsibilities around keeping pupils safe.

Policies on safeguarding are clear. Leaders use the correct procedures when appointing new staff.

Adults report incidents relating to safeguarding in the correct way.

However, school records do not consistently reflect the actions taken to keep pupils safe. This means that the actions taken and when these happened are not always clear. The school recognises the need to improve this further.

The school is reviewing processes to improve their practice of record-keeping.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Record-keeping for some incidents linked to safeguarding are not recorded in a systematic and orderly way. The school does not have a record of all actions taken in relation to safeguarding issues because these have not been recorded effectively.

This means it is not clear what happened or in what order it happened. The school must ensure that actions linked to safeguarding are recorded effectively so that it is clear what actions have been taken to keep pupils safe. ? Pedagogical choices are not always well matched to the intent of the curriculum.

The learning and knowledge the school wants pupils to know and remember is not clear in the activities pupils complete. The school must ensure that the intent of the curriculum is well matched to what pupils are taught in all subjects.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in May 2018.

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