Minerva Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Minerva Primary Academy is at the heart of the community.

Pupil mobility is high. The school manages this well and this helps new pupils to settle quickly. The school ethos, 'learning, believing, growing, achieving', is the focus of everything that happens.

Pupils, including the high number of pupils who are disadvantaged, have complex needs and speak English as an additional language, are happy and flourish in the nurturing environment.

Expectations of all pupils are high. Pupils from different backgrounds work together in harmony, celebrating each other's cultures and faiths.

The school prepares pupils well to understand themselves as global citize...ns. Parents and local residents bring traditional dress, artefacts, food dishes and music to the school in order to celebrate international days. In addition, the school invests in pupils' successful understanding of diversity through literature, using a range of resources to further promote understanding of inclusion.

Pupils feel safe. Relationships in the school are positive. There is a kind and respectful atmosphere across the school.

During lessons, pupils focus well on their learning. They understand the school routines and follow them appropriately. This starts in the early years where children listen carefully and play well together.

Consequently, the school is calm and orderly.

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

There is an ambitious trust-wide curriculum in place. In subjects such as English and mathematics the important knowledge the school wants pupils to learn is clearly set out.

Children from pre-school onwards build on prior learning well. They become proficient so that they are ready for the next phase in their education. Teachers adapt learning effectively for pupils with special educational needs and/or disabilities (SEND).

This helps pupils with SEND to progress well through the curriculum.

In other subjects, such as geography and history, the identification of the key knowledge that pupils need to learn is less clear. As a result, some pupils do not remember their learning over time.

For example, in geography, pupils struggle to recall their previous learning about rivers and have a limited understanding of fieldwork.

In English and mathematics, assessment provides precise information about what pupils need to do to improve. Teachers use this information well to identify misconceptions and provide clear, direct feedback to pupils.

The school is developing its assessment processes to be more effective in the wider curriculum. Consequently, in these subjects, assessment is not yet used well enough to check on what pupils know and to inform future learning. In history, pupils are unable to remember the important monarchs in the Tudor period, such as Henry VIII and his significance in English history.

Reading is a priority. Every pupil listens daily to stories that engage and check their understanding. They learn new vocabulary and expressions.

There is a sharp focus on making sure that all pupils quickly become fluent readers Staff are supported to ensure that they have the expertise to teach phonics effectively. They make sure that pupils who have fallen behind catch up quickly. As a result, those who struggle to read become confident and fluent readers rapidly.

Pupils read books regularly, and the school checks that books match the sounds learned for younger pupils. Equally, the school ensures that older pupils' books are suitably challenging.

Learning for the most able pupils is designed so that they read more sophisticated texts and apply their knowledge when solving more complex problems.

As a result, current pupils are progressing well in their writing and mathematics.

The school acts quickly and robustly to check and understand the causes for any absence. The diligence of staff ensures that pupils attend regularly.

Pupils enjoy their learning. They engage well and low-level disruption is rare.

Pupils benefit from a wide range of well-planned enrichment opportunities.

They enjoy their residential trips, visits to the pantomime and clubs. Pupils can apply for purposeful positions of responsibility. These range from school councillors to play leaders.

Through this work, pupils support each other and develop their leadership skills.

The school teaches relationships and health education sensitively. Pupils talk knowledgeably about healthy relationships.

They show a mature understanding of protected characteristics. Pupils are determined that everyone is welcome at their school and treated equally.

The academy councillors and trustees understand their roles and carry them out effectively.

Staff receive relevant training from the trust, which enables them to become more skilled as teachers and leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some wider curriculum subjects, the school has not identified the important knowledge pupils need to learn.

Assessment is not used well enough to check pupils' understanding. As a result, pupils have gaps in what they know and remember. The trust needs to ensure that the key knowledge is set out precisely and assessment is used effectively to check that pupils have learned the intended curriculum.