Mundella Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this school, where there is a very calm and nurturing ethos. There is an inclusive, positive culture that supports all pupils well, including those who may face challenges in their lives. Trusting and warm relationships with caring staff mean that pupils feel safe and happy in school.

There is a determination that all pupils, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, will achieve their very best, whatever their starting points. As a result, pupils achieve well. This is reflected in the school's motto, 'Aspire and Achieve'.

Parents agree. One commented, 'My chi...ld is encouraged by the school to achieve his best and be happy, and he is.'

Pupils appreciate the opportunities offered in the new playground and enjoy the 'family feel' with older and younger pupils playing together.

Pupils value the friendships they make at school. Pupils behave well in lessons and around the school. They work hard to represent the school's values of caring, creativity, respect, independence, collaboration and honesty, which are embedded in all that the school does.

They are polite, friendly and respectful of adults and each other.

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

The school has designed a broad and ambitious curriculum. The essential skills and knowledge that pupils need to learn are clearly identified and sequenced from Reception to Year 6.

The school has successfully improved pupils' achievement in mathematics and writing. By the end of Reception, children are ready to continue learning in Year 1. The environment inside and outside supports the development of early reading, writing and number skills as well as inspiring pupils' curiosity, imagination and independence.

Pupils' interests are expertly threaded through the curriculum.

Staff know the pupils very well and identify the needs of pupils quickly and accurately. This ensures that all pupils have equal opportunities to learn, including pupils with SEND and pupils who speak English as an additional language.

Staff plan a range of adaptations to ensure pupils with SEND can achieve well alongside their peers. Staff work with external agencies effectively in order to plan appropriate support for pupils with the most complex needs. The school works relentlessly to improve attendance and punctuality, which, although remaining below the national average, has improved slightly overall and significantly for some individuals.

Reading has high priority in the school. Children in Reception enjoy learning lots of rhymes and songs as well as learning to love books and stories. They learn phonics skills well.

They read books that match the sounds that they know. Pupils who are struggling have effective additional support to catch up. Pupils enjoy the books they study in class that are linked to learning in other subjects.

They enjoy reading for pleasure and read often and widely.Pupils' current work shows that most are learning and achieving well. Teachers generally explain new ideas clearly.

They mostly check on pupils' learning in lessons, which helps them know which pupils need more help or guidance. Sometimes, the checks on pupils' understanding are not as effective as they could be. Occasionally, pupils are not supported as well as they could be to remember what they have learned in the past.

The school has rightly identified that these aspects of learning could be more effective in order to ensure that all pupils are consistently achieving as well as they can.

The school is determined to give pupils a wide range of experiences to expand their horizons. Pupils enjoy the many trips to local places of interest that help them explore the curriculum more broadly.

A breakfast club and a wide range of after-school clubs are provided to widen pupils' interests and develop their skills. Pupils are respectful and have a strong sense of acceptance of the differences between pupils from different backgrounds and with different needs. They learn to listen to and respect others' opinions even if they disagree with them.

There is a strong staff team. Staff appreciate the consideration given to their workload and well-being. A small number of staff said they would appreciate more support in managing the more challenging behaviour of a very few pupils.

The school, the trust and governors work tirelessly together with the shared vision to make a difference for every pupil. This aim is appreciated by parents. One commented, 'The guidance of the staff and the help they have given my children have changed their lives.

They are much happier children and more confident.' The school has the capacity and resolve to forge further improvement.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are a few inconsistences in the implementation of the curriculum. This means that, on occasion, a few pupils' misconceptions are not carefully checked and pupils are not always encouraged to remember and retrieve prior learning, knowledge and skills. The school should ensure that in all subjects, staff are supported so that these aspects are addressed and pupils consistently achieve as well as they can.