Middle Street Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Everyone is helped to feel part of Middle Street Primary School. Pupils describe how they 'have freedom but also responsibility'. They take these responsibilities seriously and strive to meet them through demonstrating the school's values of kindness, respect and ambition in all they do.

The school's exceptional personal development programme gives pupils ample opportunity to do this. Pupils help their classmates learn about a range of faiths and take on roles as school council members or play leaders. Parents recognise these very positive aspects of the school, with one saying, 'The school values of kindness, respect and ambition feel genuinely lived.'



Pup...ils feel happy, included and safe. They know that their views, which they are encouraged to develop and express, are heard and valued. Staff know pupils well and understand their needs and preferences.

Relationships are warm and respectful throughout the school.

Pupils behave well and are keen to learn. They know that they are expected to try their best, and they do.

They are keen to learn, and respond positively to the tasks set for them by their teachers. Pupils attain well, particularly in reading, and are well prepared for the next stages of their education.

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

An ambitious, carefully sequenced curriculum is in place across the school from Reception to Year 6.

Priority has been given to specific aspects of pupils' learning to help pupils learn well across every subject. For example, key vocabulary is identified and taught in all subjects. This is to ensure pupils have a secure grasp of these important words and can use them in their thinking and discussions with precision and clarity.

This starts in early years, where a focus on communication underpins all activities and interactions so that children are immersed in rich language throughout the day.

Additional time is given to ensure the needs of pupils with special educational needs and/or disabilities (SEND) are identified and then shared with staff. Consequently, pupils with SEND are given the help they need to learn well across the curriculum and to be successful.

Helping pupils learn to read quickly and effectively is prioritised. Pupils demonstrate an interest in a wide range of authors and texts and read regularly across the school's curriculum. Learning to read starts straight away in Reception, with a sharp focus on phonics.

Staff throughout the school are well trained and help pupils practise their reading with carefully selected books. Any pupils who find it more difficult to read are identified through regular checks and given the help that they need to catch up quickly.

The school has developed a range of ways for checking that pupils are learning the intended curriculum.

In some subjects, these checks have not been in place for long enough to help teachers adapt and refine their curriculum sequences. The school knows that this process will help identify where knowledge needs reinforcing or where curriculum changes are needed. Work is ongoing to ensure leaders across the school have the expertise they need to check and evaluate the learning in every subject.

Pupils enjoy their learning. They confidently demonstrate their knowledge both when working independently and when working in partnership with others. Mostly, they take pride in their work.

The school is an orderly environment, and routines around the staggered playtimes operate smoothly. Pupils are kind to each other. They are understanding towards others who may need occasional help to manage their emotions or behaviour.

The school is a cohesive community. Everyone is welcomed, included and valued. All pupils, including those who are disadvantaged, are encouraged to take part in the additional opportunities of clubs and visits that the school provides.

Pupils benefit from the extensive programme offered through the school's comprehensive personal development curriculum. Pupils enjoy trips to London by train to explore museums or to see shows. This has inspired a current pupil version of the stage show 'The Lion King'.

Pupils also learn about their own environment through their regular 'beach school' learning experiences. Time is taken to help pupils learn about each other's faiths and beliefs through events such as the 'around the world' celebration day. Here, families from different countries set up stalls to share and celebrate their ethnicity and backgrounds.

A few pupils do not come to school as often as they should, or arrive late. The school regularly and carefully analyses attendance information. Staff foster strong relationships with parents and carers to understand and address any barriers to attendance.

Some improvement is evident. However, leaders recognise the importance of continuing to work with parents to develop strong habits of attendance so that pupils do not miss out on important learning.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers are not always precisely checking what pupils know and remember in some of the foundation subjects. This means the school is not yet clear on where further refinements or adaptations to the curriculum in these subjects are needed to help pupils learn more effectively. The school should continue to ensure leaders and staff have the knowledge and expertise to check and evaluate the impact of the curriculum to help pupils achieve well across all subjects.