Morville CofE (Controlled) Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Morville Primary is a friendly and welcoming school. Everyone does their best to follow the core values of respect, thoughtfulness, friendship, trust and perseverance.

Parents and carers appreciate the work of leaders and staff to create a nurturing environment in which their children feel safe and happy. Pupils work and play together very well. Older pupils help and support younger ones, for example as play leaders.

Pupils behave well in lessons and around school. They are polite, well mannered and listen to what others have to say. Pupils value the chance to move to 'the calm table' where adults help them to settle themselves if they feel anxious or upset.

...Pupils have a clear understanding of what bullying is. They say that it rarely happens because staff help them talk through any problems at an early stage.

Pupils, including those with special educational needs and/or disabilities (SEND), achieve well.

They enjoy meeting the high expectations that teachers have for their learning. For example, they work hard to be the 'remarkable reader' of the week.

Staff feel valued and well supported.

Effective senior leaders inspire the staff's commitment to working together for the benefit of all pupils.

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

Leaders have designed an ambitious curriculum. They have identified the important knowledge that pupils must know and remember.

Consequently, teachers know what they should teach and when they should teach it.

Teachers have strong subject knowledge. They explain new ideas clearly to pupils.

They use carefully crafted questions and regular quizzes to remind pupils of what they already know. Teachers check that pupils understand new learning. For example, every mathematics lesson begins with a recap of learning from earlier lessons.

When teachers identify any misconceptions or gaps in pupils' learning, they provide support in a timely way. This helps pupils to keep up.

Teachers plan exciting and engaging activities, so pupils enjoy learning.

However, at times, in a few subjects such as geography and design and technology, completing tasks becomes the focus of lessons rather than the intended learning. For example, in a geography lesson, pupils were learning to locate different countries. They researched where different fruits were grown but could not find the countries on a map.

Reading is at the heart of the curriculum. Children begin to learn phonics from the beginning of Reception using books that are well matched to their phonic knowledge. Staff are very skilled at teaching reading.

They know precisely which sounds pupils should know and when they should learn them. They ensure any pupils who fall behind receive the support they need to catch up. Leaders ensure that pupils practise reading every day.

This helps pupils to become fluent and confident readers.

Leaders quickly identify the needs of pupils with SEND. Staff provide appropriate support to these pupils, so they can access the same curriculum as their peers.

Pupils know the difference between right and wrong and the importance of making responsible choices. Consequently, they behave well. During breaktimes, pupils enjoy being with their friends.

As well as playing games or balancing on the 'trim trail', they value being able to chat or read quietly in the gazebo.

Staff plan outdoor activities that develop pupils' curiosity and imagination. During this inspection, for example, the youngest children explored the speeds at which objects floated along a pipe.

Skilful questioning from an adult extended their thinking effectively.

Pupils visit the local church for special services and use prayer areas in each classroom. They appreciate the beauty of the natural world and the importance of using its resources responsibly.

For example, pupils built 'mini greenhouses' from recycled materials. The youngest children have planted sunflower seeds and know they need light and water to grow.

Pupils learn about different cultures and lifestyles.

They raise money for charities and collect donations for a local food bank. Visits from people of different faiths and trips to places of interest extend pupils' understanding of life in Britain.

Since joining the school, leaders have introduced new policies and practices.

The head of school devised new curriculum plans and ensured staff received the training and support they needed to implement them. Leaders rightly plan to provide further training so more staff develop their knowledge and skills to lead subjects. Leaders are mindful of staff's workload and well-being.

Trustees hold leaders to account well. Members of the local academy board visit regularly. Consequently, they know the school well and have a clear view of its strengths and next steps.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure staff receive regular training so they quickly identify anyone who may be at risk. Staff know pupils well and report any concerns promptly.

Leaders follow up on concerns diligently and take swift action. They work with other agencies so pupils and their families receive the help they need. Leaders make the necessary checks when recruiting staff.

Pupils learn how to keep themselves safe and manage risk. They learn road safety and how to stay safe online. They know how to report their worries if someone behaves in a way that makes them feel uncomfortable.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In this small school, the development of the curriculum has been led by the head of school. Currently, subject leadership by other staff is not developed as well as it could be. Leaders should now provide training and support for other staff.

They should do this so staff develop the subject knowledge and leadership skills they need to lead the further development of a curriculum area. ? In some foundation subjects, such as geography and design and technology, teachers sometimes concentrate too much on making activities engaging rather than focusing sharply on the key knowledge and skills they want pupils to learn and develop. Leaders should support teachers to focus more on the intended learning outcomes so that pupils know more and remember more in the long term.