Newton Ferrers Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are extremely well prepared to be global citizens. They actively contribute within their local community, nationally and towards the wider world. Pupils develop a strong moral code, supported by the exceptional personal development opportunities on offer.

They are very kind and welcoming to their peers and adults alike. Pupils are considerate of everyone's needs, guided by their school value of 'love'.

Pupils meet the high expectations the school has of their behaviour.

Breaktimes and lunchtimes are calm and enjoyable. Many pupils have leadership responsibilities, which they undertake with pride. Bullying ambassadors and mental health champions support... pupils to play happily together.

Most pupils display positive attitudes towards their learning. They study an engaging curriculum. It has ambitious vocabulary and oracy skills at its core.

For example, pupils enjoy participating in regular discussions and debates.

Pupils take part in the many musical and sporting opportunities on offer. They benefit from the extensive and well-planned extra-curricular clubs available.

Staff ably nurture pupils' talents and interests, so they flourish. Pupils leave the school as confident, well-rounded individuals.

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

The academic curriculum has undergone significant development.

Leaders, at all levels, have ensured it is ambitious in all subjects. The school considers what pupils should learn and by when. For example, there is careful consideration and support provided for pupils in mixed-age classes to build upon their prior knowledge.

However, within the wider curriculum, pupils do not write purposefully, which limits their ability to practise and apply their knowledge in each subject.

Most pupils are attentive in lessons and enjoy learning. In many subjects, teaching supports pupils to discuss and make thoughtful links between different aspects of what they have learned.

For example, in history, older pupils recognise how civilisations overlap in time. However, in some subjects, the way the curriculum is taught does not support some disadvantaged pupils to fully extend their knowledge and skills.

The school has a steadfast approach to teaching phonics.

It ensures that all pupils learn to understand and apply the alphabetic code. Children learn phonics as soon as they start in the early years. In the Nursery Year, children join in with songs and rhymes.

This helps them to be ready to learn the sounds that letters make in the Reception Year. The school quickly identifies pupils who need extra help, which they receive in a timely and effective way. The school's pupil librarians support the positive culture of reading across the school.

Pupils regularly visit the library to select books to read for pleasure. One pupil, for example, shared that reading is 'a little holiday in your head'. Pupils value the 'birthday book' donations, which add favourite stories to their class reading areas.

Staff undertake valuable professional development opportunities. For example, staff use what they have learned to effectively support pupils' social, emotional and mental health (SEMH) needs. Pupils who need to, including those with special educational needs and/or disabilities (SEND), successfully use 'the cocoon' as a calm space to regulate their emotions in readiness to learn.

Parents and carers appreciate the high levels of pastoral support the school provides for their children. This results in children in the early years quickly learning how to make friends and play kindly with each other. This respectful ethos extends throughout the school.

It encourages most pupils to attend school regularly.

The school places pupils' personal development as a 'thread' throughout everything. Staff use 'ethos, environment, diversity and communication' as drivers to prepare pupils exceptionally well for life in modern Britain.

Pupils discuss and debate the importance of fundamental British values knowledgeably. They have an in-depth understanding of issues related to diversity. They are passionate that 'no-one should be discriminated against'.

Furthermore, pupils learn about and begin to take responsibility for their own safety. They attend regular woodland sessions to develop practical and survival skills. The school's links with other countries helps pupils to fully understand, respect and show empathy towards how other people live.

Pupils use their entrepreneurial skills to raise money for the school and the charities they choose.

The school, alongside the trust, drives school improvement diligently. Staff are positive about their workload because they are 'never asked to do unnecessary tasks'.

Staff, pupils and parents all describe the school as a 'community'. Parents are overwhelmingly positive about the effective communication they receive about their children's experience of school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the way in which the curriculum is taught does not help some pupils to learn successfully. As a result, some disadvantaged pupils do not fully extend their knowledge and skills. The school and the trust should ensure that the curriculum is taught in a way that supports every pupil to achieve in all subjects.

Pupils do not have sufficient opportunities to write purposefully within the wider curriculum. This limits their ability to extend and apply their subject knowledge to different contexts. The school and the trust should ensure that pupils practise writing across the whole curriculum, so that they develop the knowledge and skills they need for their future learning.