Muxton Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Children make a positive start to their education in the early years.

They are quick to settle into routines. They play and learn happily together. Pupils with special educational needs and/or disabilities (SEND) play a full part in school life.

The school is determined for all pupils to succeed. Since the previous inspection, changes have been made to help pupils to be more successful. This has included ensuring that pupils who fall behind with their reading are given the support they need to become fluent and confident readers.

Most pupils are respectful towards staff and work hard during lessons. However, some pupils do not always behave well in lessons or... around the school. This means that, sometimes, pupils cannot concentrate on their learning due to the behaviour of others.

Expectations for pupils' behaviour are not consistently high in some year groups. Some pupils' behaviour on the playground is not reliably positive. Most pupils feel safe in school.

Some pupils say that the behaviour of others affects their well-being. They feel confident to share any worries with trusted adults.

Pupils value the wide range of opportunities on offer.

These develop pupils' skills and interests in many areas, such as sport music and reading.

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

The school has a clear vision for an ambitious curriculum, including in the early years. Subject plans are well designed, identifying the precise knowledge that pupils need to know and remember.

Pupils build their knowledge well across the curriculum. Staff swiftly identify and remedy any misconceptions pupils may have. Pupils regularly revisit key concepts.

This means that they can confidently recall what they have learned. Pupils typically achieve well.

The school has effective processes for identifying and supporting pupils with SEND.

Information about how to support these pupils is shared effectively with teachers, who adapt learning activities well. This means that pupils with SEND are supported well to progress through the curriculum.

Early reading is a high priority in school.

Staff implement the school's chosen phonics programme consistently and effectively. Children begin to learn to read as soon as they start in Reception. The books that pupils read match the sounds that they know.

Well-trained staff provide effective support for pupils who are at risk of falling behind in reading. Pupils enjoy reading and the wide range of books on offer, and they talk articulately about a wide range of books and authors that they enjoy.

The school has established a new behaviour policy based on the rules of being aware, safe and kind.

However, this is not yet applied consistently. Standards of behaviour vary across the school. Low-level disruption sometimes interrupts learning, and behaviour at break and lunchtimes is often too physical in some year groups.

As a result, some pupils do not always have a positive experience. There is work to do to ensure that behaviour expectations are consistently applied by all staff.

The school has planned well for pupils' broader development.

Pupils know how to keep themselves safe, including when online. They learn about healthy relationships and how to be healthy. Pupils have a detailed understanding of fundamental British values.

Pupils also experience a range of trips and visits that enhance the curriculum. The school has put in place a wide range of inclusive clubs. Pupils relish the opportunity for extra responsibility and to build their leadership skills.

They are proud of their responsibilities, such as e-cadets to promote online safety, or being a 'Muxton safeguarding voice' representative. The school offers effective pastoral support to pupils and their families. It works closely with parents and carers to ensure that pupils attend regularly.

There have been many changes to the governing board in recent times and many governors are new to their roles. Over time, those responsible for governance have not always challenged leaders sufficiently well. However, with new governors with a wide set of suitable skills in place, this is beginning to change.

Nevertheless, this is still at an early stage.

Most staff enjoy working at the school and say that the school is considerate of staff well-being and workload.

Parents have mixed views about the school.

Some share frustration with the lack of effective communication and the ongoing staff changes. Others feel that their concerns about the conduct and behaviour in the school are not dealt with effectively. However, other parents are positive about the school's work and are confident their children are happy and safe.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's expectations for pupils' behaviour are not consistently high enough. Low-level disruption in lessons and unkind behaviour is not always dealt with effectively.

Some pupils do not demonstrate positive attitudes to learning and each other. The school should develop a culture where low-level disruption is not tolerated, incidents are dealt with effectively and positive behaviours are the norm. ? Communication between school and home is not as effective as it should be.

Some parents do not feel that the school listens and responds effectively to concerns they raise. The school should ensure that it improves communication between school and home where there are concerns. ? There have been several changes to governance recently.

While the current members are committed and have ambitious plans, these are in the very early stages of development. As a result, over time, governors have not sufficiently undertaken their roles to effectively support and challenge the school. The governing body should ensure that governors receive the training and support they need to effectively carry out their duties fully.

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