Overthorpe CofE Academy

Highlights from Latest Inspection

What is it like to attend this school?

Overthorpe Church of England Academy is a welcoming and caring school.

Pupils feel safe and are safe. Relationships between pupils and staff are warm and nurturing. During collective worship, pupils place class owls in a nest.

This represents the classes coming together as one big family. One pupil said: 'The nest reminds us that we will always have a safe place to come to. We will always be welcomed back to the school.'

This activity reflects the school's Christian values of trust and friendship.

Pupils behave well. They are polite and helpful.

Pupils have good manners. They greet visitors with respect and hold doors open for adults and th...eir peers.

The school provides pupils with many different leadership opportunities.

This allows them to contribute to the life of the school. Pupils are proud of their roles. These include being digital leaders, worship councillors, sports ambassadors, school councillors and little bookworms.

The worship councillors enjoy leading prayers and participating in church services with the community.

The school develops pupils' talents and interests. Pupils enjoy a wide range of extra-curricular activities.

The school ensures that pupils make the most of these clubs during their time at the school. Parents, carers and pupils value this.

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

There have been significant changes to school leadership since the start of this academic year.

Leaders at all levels have high ambition for all pupils. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND). There is a strong sense of shared responsibility for improving outcomes for all.

Leaders have reviewed and developed the curriculum. They have ensured that it is carefully planned and well sequenced. It maps out the knowledge, skills and vocabulary that pupils will learn.

However, changes in some subjects, such as science, are in the early stages of implementation.

Leaders have prioritised the teaching of early reading. They understand the importance of all pupils becoming confident, fluent readers as quickly as possible.

Phonics is taught from the start of Reception using a systematic approach. This ensures that children get off to a flying start when learning to read. Pupils' reading books are closely matched to the sounds they can read.

Pupils who need extra help are identified quickly. They are given the support they need to catch up. A love of reading is promoted throughout the school.

Pupils help to choose new books. They also organise the library and recommend books to their peers.

In lessons, teachers present information clearly and pupils participate with interest.

The activities in lessons support pupils to learn the curriculum. Pupils talk confidently about what they are learning.

In some subjects, such as mathematics and early reading, teachers use assessment effectively.

They identify and address gaps in pupils' knowledge. However, this is not the case in all subjects. In the foundation subjects, the school has not developed an effective system for checking what pupils know and remember.

As a result, leaders and teachers are not always aware if pupils have the necessary knowledge for future learning.

The early years curriculum is carefully planned. It ensures that children make a good start to their school journey, preparing them for Year 1 and beyond.

There is a sharp focus on developing speech, language and communication skills. The school has mapped out the key vocabulary they want children to learn. Adults model it skilfully through high-quality interactions.

There are effective systems and processes for identifying pupils with SEND. Leaders and teachers know these pupils well. They use a range of strategies to remove barriers to learning for these pupils.

This helps these pupils to access the same curriculum as their peers.

Pupils' personal development is an important aspect of the school's curriculum. Pupils learn about different cultures, religions and beliefs.

They celebrate difference and understand the importance of treating others fairly. During the inspection, pupils recalled learning how to write their name in the Cyrillic alphabet. They did this to help welcome new pupils into the school.

Pupils learn how to keep themselves safe online and when they are out and about in the local community. They also learn how to keep themselves both physically and mentally healthy.

The trustees and governors know the school well.

They understand their responsibilities and ensure the school meets its statutory duties. Staff feel well supported. Leaders at all levels are mindful of staff workload and well-being.

Staff value the training and opportunities to work collaboratively that the trust provides. Staff and pupils are proud to be part of the Overthorpe school community.

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, the school has not yet developed systems for checking what pupils know and remember over time. This means that teachers are unaware of whether pupils have the necessary knowledge for future learning. The school should develop effective systems to identify gaps in learning and check that pupils know and remember more across their subjects.