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Nafferton Primary School is a place where childhood is nurtured and celebrated. Pupils are proud to be part of the 'family'.
Many parents say that this school is 'amazing' and 'unique'. Leaders have carefully planned how every nook and cranny can be used to encourage children to be imaginative and develop curiosity about learning. Carefully chosen books, artefacts and displays inspire and challenge pupils to ask questions and find out more, in a rich, warm and welcoming environment.
Nafferton pupils stand out. Their behaviour is exceptional. Pupils are polite and articulate.
They greet people cheerfully as they move around school. Staff teach this by example.... They have high expectations of behaviour, both in lessons and at other times of the day.
Pupils say that this helps them to learn. There is no bullying here because everyone treats others with respect and kindness. Pupils say that they feel happy and safe at school.
Leaders have developed a curriculum which links learning to real-life experiences. Lessons are purposeful. An example of this was seen through the letters written to the Brazilian embassy about deforestation.
These resulted in pupils visiting London to present their concerns at the embassy. Pupils enjoy rich and varied opportunities to discover new talents and interests. These include opportunities such as playing steel drums or tending the school gardens.
What does the school do well and what does it need to do better?
Leaders and staff make learning exciting and memorable. They have developed an environment which creates curiosity and inspires children to learn. Leaders and governors care about the staff, families and pupils in the school.
The 'HARVEST' values of happiness, aspiration, respect, values, endeavour, success and togetherness underpin the curriculum and are known by everyone in the school.
Leaders have created a curriculum that helps pupils make links between subjects. Most subjects have clear plans which identify the knowledge pupils need to remember.
This results in pupils being able to talk about learning in depth. For example, one pupil told an inspector, 'We think Vikings are vicious because, historically, enemies of the Vikings wrote down their version of events and the Vikings didn't.' In this way, pupils can talk at length about the origin and validity of evidence over time.
Other areas of the curriculum are not as well developed. In a small number of subjects, curriculum plans do not include the detailed knowledge that leaders intend for pupils to know and learning is not revisited frequently enough. This means that many pupils cannot recall learning in these subjects as it doesn't build over time.
Pupils are encouraged to stop and read in every corridor and classroom. Leaders help to develop a love of reading by providing books that interest, challenge and excite pupils. Leaders recognise the importance of developing reading skills as soon as children start school.
They have identified this as an area which needs to improve. Currently, while all pupils have daily phonics lessons, the approaches used are not followed consistently by all staff. Some of the pupils who are finding learning to read more challenging are given support, but this is not always regular enough to help them to catch up.
Pupils' learning in mathematics is a strength of the school. The well-planned curriculum is understood well and implemented effectively by staff. Pupils' workbooks highlight how they use the key instant recall facts to help them solve problems.
Pupils with special educational needs and/or disabilities (SEND) are supported well. Teachers plan learning that is linked to pupils' individual targets. This means that pupils with SEND are challenged and supported to be successful.
Staff work with parents to understand pupils' needs. Children in the early years participate in exciting and interesting learning opportunities. Leaders carefully plan learning tasks that link to exciting and stimulating texts.
Children in the early years focus on the 'three Ms', making conversation, meaningful marks and mathematics.
The list of clubs, trips and visits pupils access is long and varied. Pupils take part in village walks, trips to theatres and residential visits.
Pupils can become school councillors, churchwardens or head gardeners. Many pupils learn to play musical instruments, chess or golf or become junior medics. The forest school and 'Bray Way' walk is used effectively to promote both physical and mental well-being.
Parents say the range of activities offered by the school helps pupils develop greater confidence to try new things.
Governors are closely involved in the life of the school. Leaders are passionate about teaching pupils to care for others.
During the pandemic, pupils attending school sang in the playground every day to cheer up the village. Parents value this and say that everyone in this school 'goes the extra mile' to help them and their families.
Safeguarding
The arrangements for safeguarding are effective.
Leaders regard the safety of pupils as the highest priority of the school. They ensure that safeguarding is at the forefront of everyone's mind with regular training and updates. There are clear, well-understood procedures in place to report concerns and the designated safeguarding lead follows up on these with urgency and tenacity.
Leaders have good links with other agencies to ensure that families get help if they need it.
Pupils are taught to keep themselves safe in the local environment and online. They are confident to talk to adults if they have worries or concerns.
They know that all adults in the school will help them.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Teachers' knowledge of phonics is not consistently strong. Support for pupils varies in quality.
Pupils who need to catch up do not do so as quickly as they might. Leaders should continue to develop teachers' knowledge of phonics so that systems are used consistently and more pupils learn to read fluently. ? There is insufficient detail in a small number of the curriculum plans to enable teachers to plan for pupils to build knowledge over time.
Some learning is not being revisited regularly enough. This means that pupils do not remember the important learning leaders intend in the curriculum. Leaders should ensure that all learning is planned in sufficient detail and revisited regularly over time.
