Murrayfield Primary - A Paradigm Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils love their school. They enjoy learning because teachers are kind and lessons are interesting. Teachers explain things well and help pupils if they get stuck or do not understand something.

Teachers' useful feedback helps pupils to improve their work. Standards are improving because the school has high expectations for what all pupils can achieve. If pupils have gaps in their learning, extra help is given so they rapidly catch up.

Behaviour is usually good in class, around the school and at breaktimes. Pupils concentrate well on their work. Pupils know and live the school values.

They are polite and caring towards each other and to staff. If there is a ...behaviour issue, the school manages this effectively, so learning is not interrupted. Pupils feel safe at school and are confident to talk to an adult if they are worried.

Pupils value their diverse school community. They understand that families are different and enjoy learning about the different cultural backgrounds of their peers. Pupils attend the many before- and after-school clubs.

They enjoy the curriculum trips that enhance their learning about different subjects. Pupils are well prepared for life in modern Britain and for the next stage in their education.

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

The school recognised the reasons for pupils' low results at the end of 2024 in national tests and assessments.

There are several mitigating causes, which the school has rapidly addressed. Inspection evidence indicates that most pupils are currently making strong progress through a curriculum that is ambitious and implemented well in most classes. For example, most pupils are working at the level expected for their age in mathematics.

They can talk about what they are learning and explain their answers. Teachers check pupils' learning routinely. They use this information well to plan new learning.

Teachers value the regular training and coaching they receive. If teachers need help in how to teach a subject, leaders provide this. However, some teaching needs further improvement as some teachers do not implement the curriculum as effectively as most others.

Teachers' workload is managed well.

The school provides effective support for pupils with special educational needs and/or disabilities (SEND) in the school and the special educational needs (SEN) unit. The school makes sure external experts provide staff and pupils with the best advice and help.

The specialist class in the main school provides a calm and quiet environment for pupils who find the classroom overwhelming. Staff are well trained in how to support pupils with SEND. Pupils with SEND make strong progress in their learning and personal, social and emotional development because of the support they receive.

The school has a strong phonics curriculum that is taught consistently and exceptionally well in all year groups. Leaders assess groups frequently to ensure that pupils are moved on or receive extra support when needed. Children in Nursery rapidly learn initial sounds to read simple words.

In Reception, children continue to make strong progress, reading simple books and writing short sentences by the end of the year. Pupils continue their rapid learning of phonics through key stage 1, and most are fluent readers by the end of Year 3. Pupils develop a love of books and reading from the start.

The school encourages pupils to read a wide range of authors and to understand what they are reading. Older pupils talk with enthusiasm about their favourite authors and types of books, and why they like them.

Most staff consistently apply the school's behaviour policy and have high expectations for pupils' behaviour.

Pupils value the rewards they receive for good behaviour and learning. Attendance is improving thanks to the stringent systems that are in place to ensure that pupils are in school, on time, every day.

There is exceptionally strong provision in the early years.

Children from all cultures and backgrounds rapidly settle and make strong progress through the early years curriculum because learning topics are fun and engaging. Staff regularly assess progress. Learning questions are carefully devised to help move children's learning forward.

Children readily make friends and quickly learn to work with other children. Behaviour is exemplary. Children sit on their carpet 'spot' and listen attentively to their teachers.

Transitions from outdoor to indoor learning are seamless. There is a calm and purposeful atmosphere throughout the setting.

The school makes strong provision for pupils' personal development.

There is a wide range of curriculum visits and visitors. Pupils learn about important issues, such as peer pressure, online safety and healthy relationships.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not always teach the curriculum in line with the school's expectations. This means that some pupils do not learn as effectively as the majority. The school should ensure that teaching is consistently effective across all classes.