Newchurch Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, parents and staff proudly describe Newchurch as a family. The school seeks excellence in 'making it happen' for its pupils. Pupils are cherished and supported and the school prides itself on its inclusive approach.

Pupils thrive in the outstanding personal development curriculum that is underpinned by the five 'mission possibles'.

Pupils behave impressively, have wonderful manners and are caring and respectful. They keenly recognise and develop superb character attributes.

The oldest pupils eagerly apply for leadership roles, such as 'young governors' and mental health ambassadors. Pupils really do make a difference, not only to their fellow peers but... to the community on the island. Pupils speak maturely about issues and have an aspirational outlook on life.

Academically, the school has high aims for pupils in learning a broad and enriching curriculum. Pupils follow routines and work diligently in class. They have a thirst to learn more.

School experiences, such as a storytelling festival, key stage 2 performing 'The Jungle Book', sporting competitions and the offer to learn a musical instrument, truly enhance pupils' memories and talents. Pupils also learn important information about life on the island, including how to stay safe in water. They also passionately give back to their community through whole-school fundraising events.

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

The school's curriculum is ambitious and bespoke to the school's context. It is built around five 'mission possibles', which are carefully woven through all subjects. These character-led qualities drive pupils' learning and attitudes impressively.

The school has worked effectively on outlining the key knowledge that pupils should learn within units of work and ordering this in a clear way to build pupils' understanding gradually.

The most recent published outcomes showed that pupils achieved well in reading and broadly in line with other pupils nationally in mathematics. However, writing at the end of key stage 2 declined significantly.

The school has acted rapidly to address weaknesses in writing and ensure that pupils in key stage 2 acquire the writing skills they need to succeed. Consequently, staff now utilise appropriate writing tasks across the curriculum. Here, teachers design well-chosen tasks to develop older pupils' writing knowledge in different subjects, such as in science and geography.

However for younger pupils, leaders recognise there is more to do to ensure pupils can practise their early writing skills. Currently, some learning activities are not always ambitious enough to ensure pupils acquire the writing foundations skills that they need in readiness for the next stage of their education.

There is a strong commitment to pupils learning to read quickly and widely.

Older pupils benefit from a rich and diverse selection of books. The school's phonics programme is highly ambitious and sets out a clear pathway for staff to follow. Pupils learn to read accurately and staff are skilled in teaching pupils how to blend sounds together.

Additional 'catch-up' sessions serve those pupils well who require further repeated practice to ensure that they can learn to read with increasing fluency.

The school's learning environment is deliberate in its excellent design to support all pupils, particularly those with special educational needs and/or disabilities (SEND). Furthermore, in early years, highly effective staff promote and enhance children's learning and experiences in the prime areas of learning.

Children are naturally curious and they demonstrate this strongly in their play and response to adult direction. A strength of the school is how it quickly identifies pupils with SEND. In addition, teachers adapt tasks in a way that ensures all pupils can learn and access the school's curriculum.

Teachers are effective in developing pupils' vocabulary and revising previously taught content. Where pupils may become stuck, teachers know to address this to help pupils better understand an idea. Although assessment practice is embedded in the school, sometimes pupils are moved on to new concepts before they are securely fluent.

This impacts on their ability to link and apply what they have previously learned.

Pupils' personal development at Newchurch is exceptional. Nothing is left to chance in the school's design of wider opportunities.

From online safety to fundamental British values, to financial management and mental health, pupils are exceptionally well prepared for secondary school. The school recognises the need to develop pupils' understanding of the world, both about and beyond the island they live on. Pupils value this support and the opportunities they are given.

Pupils attend school regularly and demonstrate exemplary attitudes and behaviour both in lessons and outside when playing. These attributes are also wonderfully modelled and lived out by the oldest pupils to ensure pupils across the school can learn and achieve well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some work set within different year groups is not always as ambitious as it could be. This includes the opportunities to practise the taught writing knowledge for younger pupils. The school should continue with its improvement plans to enable work set across the whole school to be of the highest quality.

In some subjects, staff do not always identify where pupils need further practice before teaching new content. This impacts on how well pupils embed knowledge into their long-term memory. The school should ensure that teachers have the support they need to check what pupils know and remember before moving on to new learning.