Misson Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Misson Primary School are polite and friendly. They enjoy learning in a calm environment.

By the time pupils reach upper key stage 2, they are confident and ready for the next stage of their educational journey.

Expectations of behaviour and work are high. Most pupils rise to these expectations.

They behave well in the classroom and on the playground. Pupils develop 'resilience, independence and self-belief,' in step with the school's vision.

The school brings learning to life through a range of experiences.

These include annual productions and residential visits. The school is ambitious to meet the needs of all pupils. This ambiti...on is being realised.

Pupils with special educational needs and/or disabilities (SEND) enjoy accessing all activities. This includes after-school clubs for football, baking and gardening.

Pupils feel happy and safe at school.

This leads to high attendance. Pupils know that they can talk to an adult if anything is worrying them. From pre-school to Year 6, relationships between children and staff are positive.

Parents and carers are enthusiastic about the school. As one parent typically commented, 'A fantastic school which develops well-rounded children. It focuses on enrichment as well as academic progress.'



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

The school has designed an ambitious curriculum that builds from the early years. In most subjects, leaders have identified the key knowledge and the order in which pupils need to acquire and learn it. In a few subjects, this work is not yet complete.

Beginning in early years, the school makes regular checks on pupils' learning. These checks help teachers provide the right support for pupils.

Children get off to a strong start in early years where they are well cared for.

They make meaningful choices in their learning activities. The school helps its youngest children make connections across the different learning areas. For example, an art activity of making shades of yellow reinforces a phonics session on the sound 'y'.

Children in both pre-school and Reception Year are encouraged to become independent learners. This ensures that they are ready for Year 1.

Reading is a priority in early years and across the whole school.

Last year, the school introduced a new phonics programme. This is having a positive impact. Most pupils enjoy their reading.

As one older pupil said, 'I like imagining that you're there!' Pupils can explain how they are getting better at reading and why that is important. The school encourages a love of reading in different ways. The school's approach includes competitions, celebrations and making good use of the library.

The school makes sure that pupils' mathematical understanding builds incrementally in small steps. Pupils enjoy their learning in mathematics. In Reception, children focus well on learning number bonds to five.

At the other end of the school, Year 6 pupils talk about and can explain improper fractions with confidence. Pupils respond well when presented with a high level of challenge. As one pupil said, 'I like solving equations and thinking!'

Interesting lessons bring the curriculum to life.

For example, children in the pre-school enjoy exploring the outdoor learning area. Staff question and encourage the children to talk about their learning. In Reception, children immerse themselves in role playing as veterinary surgeons.

Older pupils recall prior knowledge well as they investigate pre-history. In religious education, pupils discuss key Christian beliefs about Jesus with maturity. Across the curriculum and in each year group, the school meets the needs of pupils with SEND, helping them achieve positive outcomes alongside their peers.

Pupils' personal development is at the heart of the school's work. The school ensures that the curriculum extends beyond the academic. Most pupils attend clubs.

Through extra-curricular activities, pupils learn the importance of resilience and teamwork. This contributes to their good behaviour and positive attitudes to learning. Pupils enjoy having leadership responsibilities that make a difference to others.

For example, the school council makes decisions that help to improve the school. Pupils learn about people from diverse backgrounds and with different religious beliefs. Pupils show high levels of respect for others.

However, some pupils do not have a clear, age-appropriate understanding of fundamental British values.

Senior leaders know the school well. Governors have an accurate view of the school and a clear vision for future priorities.

Staff say that they are proud to work at the school. They value the work of leaders to support their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the school has not precisely identified what knowledge pupils are expected to know and in what order. As a result, pupils' knowledge in these subjects is not as strong. The school needs to complete its work on refining the curriculum so that staff understand what pupils must know and remember in every subject.

• The school's plans for teaching British values are not yet fully developed. As a result, some pupils do not have an age-appropriate depth of understanding of the British values they have been taught. The school should ensure that all pupils have an age-appropriate understanding of the key values that are important in Britain today.