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Pupils are proud to attend Offley Primary Academy.
They told inspectors that their teachers help them to, 'Always aspire to be our best.' Pupils benefit from an array of activities that the school organises for them. They love the chance to compete in the many different sports clubs on offer.
These clubs help pupils build their resilience and understand the importance of working as a team.
Staff know their pupils well. Pupils feel listened to.
They say that they can approach any trusted adult in the school if they have any worries. This helps pupils to feel safe.
The school has high expectations of all pupils, including those with special ed...ucational needs and/or disabilities (SEND).
Until recently, these expectations were not always realised as well as they could be. However, the school has worked hard to ensure that achievement in the school is now much higher.
Pupils are polite and show great respect for their peers.
They embody the school's values. Children learn what excellent behaviour looks like as soon as they enter the Nursery Year. This results in the strong learning behaviours that are displayed across the school.
Pupils speak positively about the school's new approach to behaviour. They are highly motivated by the rewards that their hard work earns them, such as the coveted 'gold wristband'.
What does the school do well and what does it need to do better?
The school provides a broad and balanced curriculum.
It has recently redesigned the curriculum content. The curriculum offer is now ambitious for all pupils, including those with SEND. Staff receive regular training.
They also benefit from opportunities to collaborate with colleagues from other schools within the trust. This gives staff the subject knowledge to help deliver the curriculum effectively. Pupils achieve well, particularly in English and mathematics.
In some subjects, pupils have gaps in their learning caused by weaknesses in previous curriculums. However, in some subjects, the checks on pupils' learning are not consistently used. This prevents staff from being able to adapt their teaching to address this.
Children in the early years achieve well. They display positive learning behaviours. Staff provide activities that enable them to practise and become proficient in new skills.
However, in a small number of subjects, staff are not clear about how the learning in the early years links to key stage 1. This results in children being less well prepared for their learning in these subjects in Year 1.
The school ensures that reading is a priority for all its pupils.
Children in the Nursery Year enjoy listening to their teachers read with enthusiasm. They like to join in with the stories that they know. Children learn the phonics programme as soon as they enter the Reception Year.
Staff are well trained and deliver the programme effectively. Pupils build on their phonics knowledge with books that are carefully matched to the sounds they are learning. Staff quickly identify and successfully support any pupils who may struggle to learn their sounds.
Older pupils enjoy reading. They can pick the books that they like to read from the well-stocked school library. Pupils are enthused by the books that teachers read to them at the end of each day.
Pupils with SEND are identified quickly. They can successfully access all aspects of school life. Staff have been well trained to adapt activities so that pupils with SEND benefit from the same curriculum as all their peers.
When appropriate, staff work with external agencies to provide pupils with the specialist support that they need.
The school focuses closely on pupils' wider development. The programme for personal, social and health education is well thought through.
Pupils understand how to keep themselves safe online as well as knowing the potential dangers that can exist in the wider world. They recognise the diverse nature of modern Britain and the importance of tolerance and mutual respect. Pupils receive a wealth of leadership opportunities, including prefects, house captains and eco-warriors.
They wear their responsibility badges with pride. Pupils appreciate lessons linked to mental health. As one pupil explained, 'It helps us understand why we sometimes feel like we do.'
Pupils' attendance is high. They behave well throughout the school. At playtimes and lunchtimes, pupils play competitive games with respect for their opponent.
They return to the classroom after breaktime in a calm and orderly fashion.
Staff are grateful for the range of development opportunities that they receive from the trust. Trustees and governors have a range of skills that enable them to support and challenge the school appropriately.
Staff are grateful for the consideration that trustees and governors show for their workload.
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, assessment strategies are at an early stage of development.
As a result, staff are not always able to identify gaps in pupils' learning, caused by weaknesses from the previous curriculum. This, in turn, prevents them from adapting their teaching to address these gaps in knowledge. The school should ensure that staff are suitably trained to accurately check the learning that pupils know and remember.
• In several subjects, staff are less clear about the links between the early years and the key stage 1 curriculum. This means that children are not able to build on their learning as effectively as they should when they enter Year 1. The school should ensure that it clearly identifies what children learn in the early years so that they can build on this knowledge as they move into key stage 1.
