Mulbarton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Mulbarton Primary School personify the words polite and kind.

They are keen to tell visitors about the many positive aspects of their school. Older pupils relish opportunities to support the younger ones. For example, Year 6 pupils run a range of clubs for their younger peers at lunchtime.

Year 6 pupils also lead the whole-school circle time. They gather pupils' thoughts and opinions about the curriculum and school life. These are then shared with leaders.

This is one of the ways pupils feel listened to and cherished by staff.

Although they know what it is, pupils are unaccustomed to bullying and unkind behaviour. They say it does not happe...n often at school.

They know staff will give reminders and support to help a pupil make the right choices. Pupils say staff are very kind and solve problems well. This means pupils feel happy and safe at their school.

Pupils benefit from a well-constructed curriculum. They speak positively about the work and support they received during periods of remote learning.

Many pupils are proficient readers.

They receive effective teaching and strong support both in school and at home. Pupils love books because their teachers' love of books is infectious. Pupils speak knowledgeably and keenly about the books their teachers read to them.

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

There is much to celebrate in the school's approach to reading. Recently, leaders implemented a new phonics programme. They ensured all staff received training to teach it well.

Pupils receive books containing sounds they learned. This helps them to read confidently and with increasing fluency. Teachers are quick to spot those pupils needing extra support.

A team of confident teaching assistants provide extra practice that helps many pupils catch up. Older pupils read widely and often. Teachers carefully select the books they read aloud.

Not only do these books inspire pupils to read, they also complement the English curriculum and topic-based learning well.

Leaders have worked incisively to develop their curriculum. It sets out clearly what knowledge pupils will learn from Reception to Year 6.

Teachers use this planning to devise appropriate activities that help pupils to develop their knowledge and skills.

Leaders' recent and ongoing astute evaluation means children in the early years get a strong start to their education. Staff are adept at teaching them.

Children receive clear, engaging explanations about words and ideas. Staff share useful information with parents. This helps parents support their children's reading and further learning at home.

Children present as confident, independent learners. Staff use storybooks and discussions to teach children sensitively about feelings.Systems for assessment are working well in many subjects.

Leaders have permitted teachers to trial different ways to assess pupils in some subjects. Some teachers are doing this well. They identify what pupils do and do not know in accord with curriculum planning.

They use this to organise lessons or extra support to help pupils keep up. The same clarity is not true of all teachers' approach to assessment. This means some pupils are not achieving as well as they should.

The special educational needs coordinator (SENDCo) oversees effective support for pupils with special educational needs and/or disabilities (SEND). There are clear channels that allow parents and staff to identify a pupil who may need more support. The SENDCo helps staff select sensible next steps for the pupil.

This support gets measured at the start and end to determine the pupil's progress. This thorough approach is working well for pupils with SEND.

Pupils' behaviour is delightful.

Staff oversee a simple approach to rules and routines. Pupils know these and it creates a calm, purposeful environment at all times of the school day. Pupils know what rewards they may receive for doing the right thing.

For example, the 'hot chocolate Fridays' recognise pupils who always behave well. Leaders oversee effective pastoral support for pupils needing extra behavioural support.

In the context of the pandemic, pupils' attendance is pleasing.

Leaders check attendance meticulously. They engage productively with parents if they do have concerns about a pupil's attendance.

Staff cater well for pupils' personal development.

To name but a few, pupils may attend extra-curricular clubs to learn boxing, French or singing. Pupils learn to be confident, considerate citizens through the school's personal, social and health education. The 'wow days' staff arrange provide pupils with exciting experiences to complement learning.

For example, before Year 3 learned about the Stone Age, they built a campfire, made salt dough jewellery and recreated cave drawings.

Leaders, including governors, have worked hard to build supportive relationships with parents and staff. Parents praise leaders and staff for the care and education they provide to children.

Staff speak well about leaders supporting them to do their best. Governors check the workload of leaders and staff is manageable. They make sensible amendments to policies and procedures where necessary.

Safeguarding

The arrangements for safeguarding are effective.

Governors ensure they are suitably trained to oversee safer recruitment. Leaders make sure the staff and visitors in school have had the correct checks to confirm they are safe to be around the pupils.

Leaders deliver informative training for all staff. Staff are confident and knowledgeable about how to identify a pupil who may be at risk of harm. They know how to report their concerns.

Staff value the weekly meeting where information can be shared sensitively. They say this helps them work together to keep all pupils safe. Leaders know how to manage support for vulnerable pupils well, working with external agencies where needed.

Pupils' trusting relationships with staff mean they feel safe to share their worries. They can do this verbally using the 'worry monster' or in writing via the 'worry box'.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Currently, in some subjects, leaders have permitted teachers to select their own approach to assessment.

There is inconsistency in the success of this. Leaders must determine the most effective system for assessment. They must train teachers to use it well to identify what pupils have learned and which pupils require support.

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