Netherthong Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school and appreciate how staff care for them.

Leaders and staff are highly ambitious for the achievement of all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND). The academic, personal, social and emotional support that leaders provide contributes strongly to how well pupils achieve.

There is a tangible community feel to this school, with strong relationships between pupils and staff.

Pupils are polite and well mannered. They speak confidently and articulately with visitors. They are proud of the positive contribution that they make to their school and the wider community throug...h their many community activities, such as performances of songs and music at a local nursing home.

Teachers' high expectations for behaviour are clear. Classrooms are calm and purposeful. This allows pupils to do their best in lessons.

Pupils, from the very youngest children, are inquisitive and display highly positive attitudes to their learning.

Pupils have a very well-developed understanding of equality and diversity. They revel in their many responsibilities, for example as members of the school government.

Younger pupils enjoy the varied range of games that sports leaders, their older peers, provide for them at lunchtime. A rich variety of visits and after-school activities enhances their learning across the curriculum.

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

The school has built an ambitious curriculum from the early years to Year 6.

It includes many opportunities to learn about the school's interesting locality. It is well planned, enabling all pupils to extend their knowledge and skills in each subject. The curriculum provides opportunities for pupils' learning to build on secure prior knowledge and understanding.

The school has planned this in well-sequenced steps as pupils move through the school. Pupils typically achieve very well.

Staff have strong subject knowledge.

Teachers regularly check that pupils understand and can recall what they have learned. However, in a small number of subjects, pupils' recall of some of the key knowledge that staff teach and revisit is not as secure as in others. This means that pupils' knowledge in these subjects is not as deep as it is in the rest of the curriculum.

Children make an excellent start to their education in the early years. Children work and play safely and purposefully. As a result of very effective teaching, children in the Reception class make excellent progress from their starting points.

They are exceptionally well prepared for their future learning in Year 1.

The teaching of phonics begins when children start in the early years. The school makes sure that pupils learn phonics in a well-ordered manner.

Teachers check pupils' recall of the sounds that they have been previously taught before introducing new sounds and letters. Where pupils' recall is not secure, staff provide effective additional support to make sure that pupils can keep up with their classmates. By the end of key stage 1, most pupils can read fluently and confidently.

Older pupils read fluently with expression, intonation and a deepening sense of understanding.

The school is highly skilled at identifying the specific needs of pupils with SEND. Teachers have adapted the curriculum for these pupils, providing greater opportunities to meet their needs.

Staff are well trained in helping pupils with SEND. They ensure that these pupils can enjoy the same learning as their peers and achieve well.

Pupils' behaviour is exemplary.

Children in the Reception class settle quickly into the routines of school. Older pupils are mature and act as strong role models. There are warm, positive relationships between pupils and staff.

Pupils play together harmoniously in the playground. Where a small number of pupils struggle to regulate their emotions, staff are highly skilled in the support that they offer.

The school's provision for pupils' personal development is exceptional.

Pupils develop as responsible citizens of their village and beyond. Through assemblies and their academic learning, pupils gain a strong understanding of issues such as equality, diversity and discrimination. They know how to keep themselves healthy and safe, including online.

Pupils benefit from the school's carefully thought out provision for clubs and other activities. It helps all pupils to feel included. Take up of extra-curricular activity is strong, including for pupils with SEND.

The school is mindful of staff workload. For example, the school invests time to allow subject leaders to check the impact of their curriculum areas. As a result, staff feel appreciated.

Governors are skilled and know the school well. They have an accurate view of the school's performance. This helps them to shape the development of the school through the support and challenge that they offer.

Parents and carers, including those of pupils with SEND, hold the school in high regard. They are especially complimentary about the school's nurturing and caring ethos.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of foundation subjects, the school's checks on pupils' retention of key knowledge are not as precise as in others. This means that pupils' knowledge in these subjects is not as secure as leaders would wish. The school should sharpen their curricular thinking so that pupils know more and remember more in these subjects over time.

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