Norland CE School

Highlights from Latest Inspection

What is it like to attend this school?

This is a school where everyone is valued. Staff have high expectations for all pupils.

Leaders know pupils well and ensure that vulnerable pupils get the support they need. There is a place for everyone at Norland CE School. One pupil summarised the views of many when they said, 'it isn't about who you are on the outside; it is the inside that matters'.

Pupils are clear that prejudice of any sort is not tolerated at their school.

Adults help pupils to resolve problems. Bullying is dealt with quickly and sensitively.

Older pupils are proud to be 'buddies' to the younger children in school. Pupils are kind and considerate to each other. They feel safe... and they are safe.

Pupils enjoy attending clubs such as sports, cooking and film club. They also value opportunities for trips such as the Year 6 residential. Pupils vote to elect house captains and members of the school council.

Pupils say staff listen and take account of their views.

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

Leaders have planned an ambitious curriculum. In subjects such as science, history and English, leaders have thought carefully about how to break learning down into small, well ordered steps.

This helps pupils to build their knowledge and understanding over time. Pupils can recall what they have been taught. They confidently use their knowledge to make sense of new topics and ideas.

Children in the early years benefit from a broad curriculum. They build up core skills in reading, writing and mathematics because leaders have considered carefully what they need to know. Children in early years also learn subjects such as history, science and design technology.

However, in these subjects, leaders have not considered carefully the precise knowledge children must remember and the order in which it should be taught. This means that sometimes children in the early years miss out on important learning.

Teachers have strong subject knowledge.

They regularly check pupils' understanding and quickly clarify any misunderstandings. This supports pupils to make sense of what they are learning and remember important facts.

Pupils with special educational needs and/or disabilities (SEND) are well supported.

Teachers ensure that they can access the full curriculum. However, at times, targets on some plans to support pupils with SEND are not precise enough about addressing the support that these pupils need. This means that pupils with SEND do not always receive the precise help they need to become independent.

Pupils value the many learning experiences the school provides beyond the classroom. For example, when learning about the Mayans in history, an archaeologist visited school. Pupils were able to look at artefacts and ask questions.

They say this helps them to make sense of what they are learning and brings learning to life.Leaders place high importance on the teaching of reading. Reading is taught well.

Phonics lessons effectively build on what pupils already know. Pupils have regular opportunities to practise reading and writing the sounds they are taught. If they fall behind, pupils catch up quickly because staff are well trained to support them.

Leaders have thought carefully about how they develop pupils' understanding of life in modern Britain. Pupils enjoy discussing topics through planned 'think and talk' activities across the curriculum. For instance, Year 6 pupils debate gender stereotyping before writing palindrome poems.

As a result of these opportunities, pupils develop an understanding of bias and prejudice. They are mature and respectful when sharing their views with others.

Pupils behave well.

Teachers ensure that any low-level disruption is not allowed to stop learning. Most pupils listen well to teachers and work hard. Pupils understand how to be active and responsible citizens.

One of the many opportunities available to pupils is to sell produce at the scarecrow festival in order to raise funds for local charities.

Leaders are ambitious for all pupils. They reflect on what the school does well and what it needs to do to improve.

Governors visit the school regularly. They work closely with the local authority and diocese to provide challenge and support to school leaders.

Staff are proud to work at this school.

They appreciate the opportunity to work with staff from across the federation of schools. Some parents expressed concerns about the number of staff who have left in recent years. Leaders have taken effective steps to minimise the impact of this on pupils.

Safeguarding

The arrangements for safeguarding are effective.

The safety and well-being of pupils is an absolute priority for everyone. Staff are well trained and understand their safeguarding responsibilities.

Leaders act quickly when they have concerns about pupils. They work well with external agencies to support vulnerable children and families.

Leaders ensure that pupils are taught about the risks they may face in the local community.

Pupils are encouraged to talk about things that worry them, such as knife crime. Pupils value this opportunity. It helps them to make sense of complex issues and to stay safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, targets on some plans to support pupils with SEND are not precise enough about addressing the support that pupils need. This means that pupils with SEND do not always receive the precise help they need to become independent. Leaders must ensure that pupils' needs are accurately assessed and clearly identified to staff, and that they have access to the right support.

• In some subjects within the early years, curriculum leaders have not thought carefully about the precise knowledge children must learn and the order in which it should be taught. This means that children miss out on important learning. Leaders should ensure that children learn important knowledge sequentially, in a way that helps them to remember what they have been taught over time.

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