Mundesley Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this inclusive and happy school.

Adults care about pupils. This helps pupils feel safe and secure. Pupils attend well.

The carefully designed curriculum gives pupils lots of opportunities to acquire new knowledge. Pupils enjoy learning new things. There are high expectations for pupils to achieve well.

Consequently, they are largely successful in learning what leaders intend.

Alongside their academic learning, pupils build their character through the school values. Pupils learn how to be curious and resilient as part of lessons and assemblies.

This helps pupils develop into well-rounded citizens. Enrichment opportuniti...es, such as trips and outdoor learning, give pupils the chance to broaden their horizons and experience new things. Leadership roles, such as those of school councillors and the head boy/girl, enable pupils to take on additional responsibilities.

This supports pupils to take an active role in school life.

Pupils respond positively to the clear expectations that the school sets and they behave well. This means the school is a calm and orderly place, where learning typically proceeds without disruption.

Playtimes are a hive of activity. Pupils come together with older pupils from the adjoining junior school and socialise happily. They are active and interact confidently with older pupils.

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

The school has worked closely with the federation to design a curriculum which identifies the knowledge pupils need to learn. Leaders and teachers from the different schools work together to develop resources and make continued improvements.

The school has recently revised its early reading curriculum.

It has chosen to match its reading curriculum and writing more closely. The school is in the process of implementing this new approach. Staff have had initial training and are teaching as leaders intend.

The books which pupils read are closely matched to their learning. Pupil progress is checked, and intervention is planned to help pupils to catch up with the pace of the programme. This means pupils typically learn to read fluently.

The school is aware of the need to further train and support staff as they fully implement the school's new approach.

The early years curriculum includes a balance of adult and child-led learning. This means children learn what is most important but also pursue their own interests.

Teachers check what children know and consider how to close gaps through targeted work. The curriculum and environment help children to learn. Sometimes, the way adults communicate with children is not supportive to learning.

Adults do not always model talk and encourage children to respond in an effective way. This means opportunities to take learning further are missed. However, children in the early years do typically achieve well.

They are prepared well for their next stage.

In many subjects, the curriculum is taught effectively. For example, in mathematics the school has trained teachers to teach in small, clear steps.

Teachers check how well pupils learn and successfully move pupils on to new content when they are ready. This supports pupils to achieve well.

Across other subjects, the way the curriculum is taught is not always as effective as it could be.

On occasion, teachers do not explain ideas clearly enough. This means that pupils do not fully learn and remember new knowledge. Over time, pupils develop some gaps in their learning.

The school supports pupils with special educational needs and/or disabilities (SEND) well. Teachers accurately identify how pupils' barriers to learning can be overcome. Lesson adaptations mean that pupils with SEND are typically successful in accessing the same curriculum as their peers.

Where pupils need something more individual, this is provided without delay. As a result, pupils with SEND progress through the curriculum well.

The school rules clearly identify the way that the school expects pupils to behave.

Staff model and manage behaviour consistently. Pupils respond well. The school monitors behaviour carefully and it creates individual behaviour plans when these are required.

Pupils' understanding of difference and diversity is a school priority. For example, pupils listen to stories from a range of cultures. Through the curriculum, they learn how to stay safe, including online.

In ways appropriate to their age, pupils learn about relationships and about the importance of healthy lifestyles. The school also provides pupils with opportunities to contribute to their community. These experiences help to prepare pupils for life beyond school.

Governors know the school well. They offer a balance of support and challenge and visit the school regularly to monitor provision. Teachers appreciate the training offered by the school and federation.

They value the opportunities to work with colleagues from other schools across the federation. This helps them to do their job more effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, teachers do not present new information with enough precision. This means that pupils do not learn the knowledge set out in the curriculum as intended. The school should ensure that staff have the expertise and knowledge to consistently explain the important information precisely to pupils.

• Sometimes, in early years, adults do not interact in a way that maximises children's opportunity to develop their early language and communication. This means children's language and vocabulary do not develop as the school intends. School leaders need to ensure staff have the necessary knowledge and expertise to engage fully in high-quality interactions within early years.

Also at this postcode