Overfields Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Overfields Primary School is a happy, friendly and welcoming school.

Pupils are delightful. Many pupils say that school is their favourite place. Warm and friendly relationships underpin this caring learning community.

Parents appreciate this. The following comment typifies the sentiment of parents who provided feedback to the inspectors: 'Teachers genuinely care about their pupils.'

Leaders and staff are ambitious for every pupil, including those with special educational needs and/or disabilities (SEND).

All pupils, including those in the school's speech and language unit, are expected to achieve highly. Staff are successful in making this happen. ...Pupils are keen to talk about their learning.

Pupils feel safe. They know there is always an adult to talk to if they have a worry. Pupils understand the different types of bullying.

They say it rarely happens in school but that it would be addressed quickly if it does. Pupils behave well in lessons and around school. Classrooms are calm and settled places.

Pupils receive excellent opportunities for wider personal development. Leaders are highly committed to offering many varied and rich experiences to pupils. A key part of this is developing pupils' character.

By the time pupils leave the school in Year 6, they are responsible, caring and respectful citizens.

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

Leaders have established a well-ordered and well-designed curriculum. From the early years, leaders have defined the important knowledge that they wish pupils to learn.

It is ambitious for all pupils, including pupils with SEND and those attending the speech and language unit. Teachers choose appropriate learning activities which support the teaching of the curriculum. As a result, pupils across the school achieve well.

Leaders identify pupils with SEND early and accurately. They ensure that swift guidance helps pupils to learn well. Leaders work with numerous outside agencies to make sure that pupils receive the timely extra support that they need.

In most subjects, teachers regularly check how well pupils remember essential knowledge before going on to their new learning. For example, in Year 1 English, the teacher corrects misunderstandings about the use of conjunctions. However, in a few subjects, teachers do not always consistently check how well pupils have remembered and learned important knowledge.

Consequently, a number of pupils develop occasional misunderstandings and misconceptions.

A love of books and reading is an important part of school life and the curriculum. Beautiful and inviting book displays are a prominent feature throughout the school.

Leaders make sure that books are key components in the way that pupils study. For example, Year 4 pupils read 'The Great Kapok Tree' when studying rainforests and deforestation.

Children begin to learn to read as soon as they come to school.

The newly introduced phonics programme is already very well established. Staff teach phonics with confidence. Reception-age children quickly learn letters and sounds and how to blend them together to make words.

Teachers are ambitious for children. They encourage children to talk about what they are reading. Reception-age children talk confidently about compound words and share examples.

Pupils who struggle to read benefit from additional support from well-trained adults. This builds their confidence and quickly increases their fluency in reading.

The leaders' commitment to nurture and celebrate the talents and aspirations of all pupils is exemplary.

Pupils are extremely well prepared to make a positive contribution to their current and future communities.

Pupils relish their leadership responsibilities. They are rightly proud to tell inspectors about the wider range of jobs that they apply for around school, for example reading with children in Reception and being peer buddies, sports leaders and on the school council.

Pupils make an important and positive contribution to school life. They are highly respectful when talking about sensitive issues such as difference. They also have access to a wide range of extra-curricular activities.

Pupils' faces light up with pride when they talk about representing their school in tournaments and competitions.

Pupils behave well throughout the school. They concentrate on their learning.

Pupils work well together on the tasks that teachers plan for them. Children in early years rapidly settle into school routines. Pupils and children respond very well to the systems that are put in place to promote positive behaviour.

Staff are proud to work at the school. They recognise that leaders do all that they can to support their workloads. Staff appreciate the support they receive from school and trust leaders to help them to carry out their roles.

Governors and trustees know the school well. They hold leaders fully to account for their work to improve the school for the pupils and community they serve.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a strong safeguarding culture. Staff know their pupils, families and community exceptionally well. Staff receive up-to-date training to make sure that they can quickly spot any signs that pupils may be at risk of harm.

They report concerns promptly. Leaders follow up these concerns diligently. They provide vulnerable pupils and their parents with timely and well-tailored support.

Leaders make use of the expertise of a variety of other professionals to deepen pupils' understanding of how to keep themselves safe. Pupils understand what consent is. They know how to recognise risks when they use online technology and when out in the community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a minority of subjects, teachers do not check sufficiently well if pupils have learned and remembered the essential knowledge contained within the curriculum. Consequently, some pupils occasionally develop misconceptions and misunderstandings. Leaders should ensure that teachers consistently identify and address any deficits in pupils' knowledge in all subject areas and remedy any misunderstandings.

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