Middlefield Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish at this happy and welcoming school. The school has an unwavering determination to provide an environment where pupils belong and can thrive.

Pupils love learning and attend well. They develop into confident, well-rounded citizens.

The broad and balanced curriculum supports pupils to develop, not just academically, but more widely in a range of ways.

Pupils achieve well and are suitably prepared for their next stage in learning.

The school prioritises pupils' well-being and readiness to learn. Relationships between pupils and adults are highly positive.

Pupils are well cared for. Any pupil who needs a bit of extra support is e...xpertly cheered up by Pippa, the school dog.

Behaviour is exemplary.

Pupils are polite, articulate and friendly. They have excellent attitudes to learning. Classrooms are calm and orderly.

Playtime is a happy occasion. Pupils move from the playground to the classroom seamlessly. No learning time is lost.

All pupils benefit from the extensive outdoor learning provision, which enriches and extends pupils' class-based learning. Pupils take on responsibilities such as growing fresh produce and caring for the chickens within the school grounds.

Pupil leaders revel in their roles.

Their views are valued and respected. The school is now more environmentally sustainable as a result of their work.

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

The school has designed an ambitious curriculum across all subjects.

This is evolving and developing over time. Some subject thinking is more established than others. The school continues to review and refine their curriculum to ensure it fully meets the needs of its pupils.

Children make a strong start in early years. They settle into school quicky and learn the routines of school straight away. Children learn a well-considered curriculum, which ensures they develop strong foundations in learning.

Children are able to concentrate well in adult-led sessions and on more independent tasks. For example, the discovery garden gives them the chance to explore and learn. Children in early years achieve well and are well prepared for Year 1.

A culture of reading emanates through the school. Staff model a love of reading and pupils respond with the same enthusiasm. Trained staff deliver a structured phonics programme and pupils read books which match the sounds they know.

Any pupil who falls behind is supported to catch up. As pupils move through the school, they read a wide range of different books and strive to become a 'millionaire reader'. Pupils become confident, fluent readers.

The curriculum is typically taught effectively. Where the curriculum is firmly in place, pupils demonstrate a depth of learning. Adults check how well pupils are learning and successfully adapt how and what they teach to ensure pupils make positive progression through the curriculum.

Pupils retain the key knowledge and are able to talk confidently about their learning. In some subjects, the curriculum is at an earlier stage of implementation. In these subjects, pupils are not as able to consistently learn and remember the intended knowledge.

In these cases, pupils do not develop as deep an understanding. Consequently, pupils do not achieve as well as they might in these less established areas of learning.

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

Plans identify the adaptations pupils with SEND need to succeed. These are generally put in place and support pupils with SEND to learn successfully alongside their peers. Some pupils with SEND require a more individualised approach.

The school works closely with external professionals to ensure these pupils get the support they need to be successful.

The behaviour policy has recently been revised. The school recognised behaviour could be even better.

They wanted to ensure consistency across the school. This is working exceptionally well. Adults and pupils all share the same high expectations.

Pupils meet these eagerly. Pupil 'readiness monitors' support staff to ensure the standards of behaviour are exceptional across every part of the school day.

The school's provision for pupils' personal development is exceptional.

Pupils learn how to keep themselves safe online. They develop empathy and respect for other cultures and beliefs and value difference. Pupils speak maturely about their physical and mental health.

They confidently describe how they can share their worries with friends and staff. Pupils actively contribute to their local community by performing to local residents. They attend residential trips and perform in national singing concerts.

Pupils are well prepared for life in modern Britain.

Those responsible for governance know the school well. They visit and monitor provision regularly.

Staff and parents are proud of their school. Staff value the training and support they receive from school leaders and the wider trust.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject curriculum thinking is not fully implemented. In these subjects, pupils do not develop a depth of knowledge over time. The school needs to continue to evaluate and refine their curriculum to support pupils to build upon their knowledge successfully across all subjects, so they achieve consistently well throughout the curriculum.