Newtown Linford Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Everyone is welcome at this happy, inclusive school.

Overwhelmingly, parents and carers support the school and value its caring approach. Pupils are sociable and exceptionally polite. The school places a very high value on respect and kindness.

Consequently, pupils consistently interact kindly and respectfully with visitors and staff. They also encourage and support each other. For example, pupils write notes to thank one another, which they post in the 'caught you being kind' bucket.

The school sets very high expectations for its pupils. Pupils consistently meet these expectations. They are highly motivated and work hard, including when work challenges them....

Reading is a high priority. Pupils achieve well in the core subjects of English and mathematics. Their depth of understanding in some other subjects is not yet as secure.

The school encourages pupils to be curious. It ensures that pupils have opportunities to develop new talents and interests. The school takes great care organising trips and experiences which broaden pupils' development.

Sport, performances and clubs, such as gardening and games clubs, further enrich pupils' time at school. The school's support for pupils, including those with special educational needs and/or disabilities (SEND), to thrive from these opportunities is exceptional.

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

The school's curriculum reflects its ambition for each pupil to excel and become independent learners.

Its approach to mixed-age classes is a strength of its curriculum thinking. As a result, teachers choose the right approach for each subject. There is a blend of year-group, mixed-age and small-group teaching to support the intended learning for pupils.

In many subjects, the core knowledge and skills that pupils should learn is set out clearly, including in the early years. Teachers value this clarity. They present new learning logically, connecting it to what pupils have learned before.

Teachers check pupils' understanding and use this information to plan their next steps in learning. Work is demanding and pupils achieve well. In the Reception Year, teachers ensure purposeful play supports children to practise applying mathematical knowledge and developing their creative skills.

In some areas of the curriculum, including in the early years, the small steps of learning are not yet identified. As a result, teaching does not always focus precisely on the important knowledge or vocabulary that children in the early years or pupils in key stages 1 and 2 need to learn. Sometimes, children and pupils do not receive further opportunities to deepen their understanding.

Reading is a high priority for the school. The library is well stocked with carefully chosen books. The school teaches reading well.

The standards that pupils achieve by the end of Year 6 reflect this. When outcomes do fall below the expectations of the school, the school acts swiftly and effectively to ensure that pupils catch up quickly. Pupils are taught by skilled staff.

Pupils practise reading from books that match the sounds they know and are learning. The school provides high-quality support for those who need it. This helps them to catch up with their peers.

The school's provision for pupils with SEND is a particular strength. From the start, children's needs and strengths are identified and assessed carefully. The school works well with parents and external agencies to put in place the right support to help pupils to thrive.

Staff adapt well how they teach the curriculum to support pupils' academic progress and personal development. Pupils develop independence and resilience. They enjoy learning and thrive at the school.

The school is committed to creating an environment for all pupils to achieve their potential. Pupils receive a varied and rich set of experiences to significantly enhance their learning and wider development. As a result of the schools' inclusive approach, all pupils benefit from this.

For example, opportunities for pupils to take part in performances or public speaking competitions support them to develop in confidence. Pupils enjoy contributing actively to school life through their leadership roles and jobs. Pupils respect and value diversity.

They are very well prepared for life in modern Britain.

Pupils enjoy learning together in very calm, purposeful classrooms. They attend well.

They have very positive attitudes to learning. In the early years, children settle quickly due to the clear routines. Pupils are active and persistent learners.

The 'Rise and Shine' and 'Go Home Great' clubs are examples of the excellent additional support the school provides.

The work of trust leaders, including those responsible for governance, is effective. They have clear plans to support the school to develop subject leadership.

Staff unanimously agree that leaders support them well. They are proud to work here.

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, and in some areas of learning in the early years, the knowledge that should be acquired is not clearly set out. Where this is the case, teachers do not focus sharply enough on teaching the core vocabulary or on checking what children and pupils know to make sure that they are secure in their understanding. The school should ensure that there is clarity in these subjects and areas of learning as to the important knowledge that should be taught and assessed, so that children and pupils develop appropriate subject vocabulary and secure their understanding over time.