Mrs Ethelston’s CofE Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have high expectations of what pupils can achieve and have put an ambitious curriculum in place. Pupils attend school regularly because they enjoy what they learn and do every day.

The school's ethos and values of 'deep Christian roots, nurturing strong growth, flourishing children' are at the heart of everything that happens.

Pupils develop a strong understanding of community by attending worship at the local church. Those who are part of the ethos committee take pride in organising assemblies.Every pupil in Year 6 holds a purposeful position of responsibility.

They are, for example, librarians, eco committee members and mentors for younger pupils. T...hese experiences ensure that pupils are very well prepared for life in modern Britain.

Pupils understand, from an early age, the importance of working together.

They respond well to the school's reward systems. For example, when pupils receive a thousand points, they choose a reward that everyone will like. Recently, it was playing music at breaktimes.

This helps pupils to develop a sense of collective responsibility. Pupils feel safe and understand the importance of behaving appropriately, both in and outside the classroom.

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

The school has designed the curriculum carefully in every subject.

The trust's subject leaders add an extra layer of support and expertise, which teachers value highly. The school has considered what pupils need to know from Reception onwards. For example, in geography, children in Reception learn rich language about settlements that enhances their vocabulary.

Pupils' knowledge across many subjects deepens well over time.

Reading is a priority. Reception children listen regularly to stories and poems that engage them.

They say them out loud as they securely learn new vocabulary and expressions. There is a sharp focus on making sure that pupils quickly become fluent readers. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND).

The trust has supported staff to ensure that they have the expertise to teach phonics effectively. Staff ensure that those pupils who have fallen behind catch up quickly. As a result, even the weaker readers become fluent more rapidly.

Pupils read books regularly and the school checks that books are suitably challenging.

The school has taken prompt action to address weaknesses evident in its most recent published outcomes. The school identified areas of the curriculum that need strengthening.

These improvements are beginning to have an impact. For example, in some areas of the curriculum assessment has not been used effectively, to identify where pupils' knowledge is less secure. This means pupils do not move on to more complex work successfully, such as problem-solving in mathematics.

The school has taken action to address this. This work is beginning to have an impact. Pupils from an earlier age apply their mathematical knowledge confidently.

In addition, the school has raised its expectations for the quality of pupils' written work. This is beginning to have an impact. The new phonics curriculum enables pupils to develop better writing habits sooner while learning the sounds letters make.

However, sometimes written work includes too many inaccuracies due to errors in punctuation and spelling. This means pupils do not communicate their knowledge clearly.

Pupils display positive attitudes to learning.

The school acts quickly and robustly to check and to understand the causes for any absence. The diligence of staff ensures that pupils attend regularly. Attendance has improved significantly because of this.

Pupils benefit from a wide range of well-planned enrichment opportunities. They value staging productions, acting, singing, playing music and baking. This makes them self-assured and deepens their understanding of different cultures.

Pupils develop their character by taking part in trials such as swimming the length of the English Channel in a local pool, litter picking or raising money for a local foodbank. Extra-curricular clubs and trips are fully inclusive so that all pupils are able to attend.The school teaches relationships and health education sensitively to pupils.

Pupils talk knowledgeably about healthy relationships and show a mature understanding of protected characteristics. They are well prepared for life as they move to secondary school.

Governors and trustees understand their roles and carry them out effectively.

Staff appreciate the support they receive from the trust.

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 areas of the curriculum, assessment is not used effectively in order to identify where pupils are less secure in their learning.

As a result, some pupils do not build their knowledge effectively. This hinders their progression to more complex work. The trust must ensure that it strengthens assessment to identify and address gaps in pupils' knowledge so that pupils move on to more demanding work.

• The quality of written work does not always reflect the school's raised expectations. Some written work includes too many inaccuracies, such as errors in punctuation and spelling. The trust must ensure that the quality of written work continues to improve so that pupils communicate their knowledge and understanding more successfully.