Over Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending this welcoming school. There are warm relationships between pupils and adults.

Pupils are enthusiastic about their learning and eagerly access a full range of curriculum subjects.

Pupils typically behave well. They participate readily in all opportunities provided to them.

The playground is a hive of activity with all pupils getting along well. Older pupils love supporting their 'buddies' both in their learning and play.

A range of roles and responsibilities are available to pupils.

These give them a voice and a chance to develop their leadership skills. The school's 'reading champs' promote a love of reading across th...e school. They eagerly lead assemblies to promote exciting books and support younger pupils with their reading.

Pupils are benefiting from newly established leadership at the school, but many recent changes are not fully in place. While pupils receive a good quality of education, there are some aspects of the curriculum which are not as well organised. Upcoming further changes mean there remains fragility to the leadership at this school.

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

The school has undergone a period of instability in leadership since the previous inspection. Staff changes have been a common occurrence. This has caused some disruption to pupils' learning.

Some parents have lost faith in the school. Pupils have not always achieved as well as they should. With intensive support from the local authority, stronger leadership arrangements are newly in place.

Positive changes are being made. Pupils are now learning successfully in most subjects.

Pupils are achieving well in core subjects such as English, mathematics and science.

Staff teach these subjects knowledgeably and well. There is a consistent approach to teaching and learning in these subjects. Learning is checked carefully, and teachers make successful adaptations to lessons, so pupils typically achieve well.

While much of the curriculum is well thought through, some subjects are less well structured. Leadership is not fully established throughout the curriculum. Leaders have not yet had the opportunity to fully develop, or to quality assure, the curriculum in these subjects.

This means that while pupils do learn some key knowledge in these subjects, it is not yet consistent. Some pupils develop gaps in their learning. Leaders have not yet identified these gaps so have not had the chance to address these.

The early reading curriculum is a strength. Pupils learn early reading skills well. Teaching builds pupils' phonics knowledge step by step.

Trained staff carry out checks on pupils' reading skills. Pupils who need to catch up are supported quickly. Pupils practise reading with carefully chosen books.

Staff are successfully developing pupils' love of reading across the school.

Children make a strong start in reception. The planned curriculum includes a range of adult directed tasks and linked activities chosen by the children.

Children engage readily in the activities on offer. Adults keep a close eye on how well children achieve and then plan activities to meet their needs and interests. Children are well prepared for Year 1.

Recent changes have strengthened provision for pupils with special educational needs and/or disabilities (SEND). Precise plans for these pupils are now in place. These are being used effectively in the class.

This enables pupils with SEND to access the full curriculum alongside their peers.

Behaviour is generally well managed. Leaders have ensured that there is an agreed behaviour system in place across the school.

Pupils know and understand what is expected of them. This ensures that there is little disruption to learning.

The school considers pupils' personal development carefully.

Pupils learn about different cultures and beliefs. They know the importance of tolerance and the need to be respectful to all. Pupils know how to stay safe online.

Pupils' experiences are enriched by a range of visitors and opportunities which raise aspirations and ensure pupils are well prepared for life in modern Britain.

Staff appreciate that leaders take account of their well-being in making changes. They appreciate recent improvements made.

Governors recognise the journey the school has been on. They have offered support and challenge to the school through this period. They know the strengths of the school and understand what more needs to be done.

While leadership has been stabilised, some leadership capacity remains temporary and too reliant on external support.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There has been a significant period of instability at the school.

This has meant some parents have lost faith in the school. There is a need to work closely with the community to reassure them that the school is securing stable leadership and staffing arrangements. This will ensure that the members of the school community are supportive of the school on its improvement journey.

• Some subjects do not have an established subject leader, and, where this is the case, the curriculum is less well developed. Leaders need to ensure that sufficient time is given to developing and monitoring the curriculum in these areas. This will ensure that a clearly planned and sequenced curriculum is securely in place across all curriculum areas, which will support pupils to achieve well across the curriculum.

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