Nateby Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Nateby is a friendly school. Pupils and staff are kind and caring towards each other.

Pupils enjoy playing with their friends. Pupils know they can rely on staff to help them whenever they are upset or have any worries. Pupils feel well supported and safe.

Pupils behave well in lessons, around the school and at breaktimes. They get on with their learning without interruption. Pupils are polite and respectful to adults and each other.

On the very rare occasions on which bullying occurs, it is reported and dealt with effectively.

Pupils develop their talents and interests through the range of extra-curricular clubs, such as cooking, magic mayhem, and t...ennis. Pupils are proud to contribute to the life of the school as book monitors and school councillors.

These opportunities contribute towards helping them to become healthy, responsible and active citizens.

Leaders have high ambitions for pupils, including pupils with special educational needs and/or disabilities (SEND). In most subjects pupils work hard and achieve well.

Children in the early years live up to leaders' expectations.

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

Leaders have thought about how the curriculum can meet the needs of pupils in this school. In most subjects, leaders have thought carefully about the most important knowledge that they want pupils to learn and the order in which this should be taught.

This means that pupils build on what they know and can do as they move through the school from Reception Year to Year 6. Pupils achieve well.

In one or two subjects, leaders have not provided sufficient opportunities for curriculum leaders to develop their subject-specific knowledge and expertise.

These leaders have not thought carefully enough about precisely what they want pupils to learn and when. This means that some pupils do not learn as well as they could in these subjects.

Across most of the curriculum subjects, teachers routinely check what pupils have learned and remembered.

They use this information to identify and address any gaps in pupils' learning and misconceptions.

Leaders have introduced a new phonics programme. Most staff follow the programme as intended, but not all.

This is because, while most staff have received training and support, some staff have not. Pupils read books that help them practise the sounds they have learned. Pupils who start to fall behind are provided with support to help them catch up.

Pupils have the opportunity to read independently every day. Pupils enthusiastically discussed their favourite authors and their love of the school library with inspectors.Leaders work well with staff to ensure that pupils with SEND are identified early.

Teachers adapt the curriculum so that these pupils can follow the curriculum alongside their peers. Teaching staff provide extra guidance and additional resources to remove barriers to learning. This helps these pupils learn effectively.

Leaders teach pupils to be responsible and to help one another. Pupils are polite and respectful towards each other and to adults. Pupils' positive attitudes to learning enable them to learn without disruption.

Leaders prioritise pupils' personal development. Leaders make sure that children in the early years have opportunities to develop their social and emotional skills. Staff support pupils to build on this firm foundation as they progress through the school.

Pupils grow in confidence. Staff provide pupils with a wide range of opportunities to learn about themselves and others. They promote pupils' physical and emotional health well.

Leaders encourage pupils' awareness of different cultures and the importance of healthy relationships.

Staff are proud to work at the school. Staff recognise that leaders are considerate of their workload.

Leaders and staff are focused on making the curriculum better.

Governors and leaders share an ambitious vision for the school and want the best for all pupils. Governors challenge and support leaders to ensure that leaders continue to develop the school's curriculum.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding has a high priority around school. Leaders have developed a culture where safeguarding is the responsibility of all staff.

Staff are clear about what action they should take if they have concerns about pupils' well-being. They are encouraged to report all concerns. Leaders act promptly in response to any issues.

They work well with external agencies so that pupils and their families get the help that they need.

Staff teach pupils how to keep themselves safe, both in the community and online. Leaders have ensured that pupils know how to report any worries they have.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In one or two subjects, teachers do not have a sufficient understanding of what pupils have learned and remembered. This means that some pupils have gaps in their knowledge. Leaders need to ensure that teachers carry out checks and use this information to identify and address any gaps in pupils' learning.

In some subjects, curriculum leaders and teachers have not had subject-specific training and support. These staff do not have the knowledge and expertise needed. Leaders should ensure that curriculum leaders and teachers are given the help and support needed to do their jobs well across the school.