Paddocks Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils value the supportive ethos at school. They enjoy the sense of belonging they have within the school community. This is evident in lessons, on the playground and during assemblies.

When newcomers join the school, they are warmly welcomed by pupils. Older pupils model the school's values by helping children settle into Reception on arrival in September. The school's inclusive environment ensures that all pupils and their unique qualities are valued.

Pupils work hard to achieve the school's high expectations. They understand the importance of learning. In lessons, pupils focus on the well-planned activities teachers prepare for them.

Pupils work with dete...rmination and aim for the highest levels of success. They proudly share their achievements. When provided with feedback from teachers, pupils diligently follow the advice to improve their learning.

Owing to the school's focus on developing spoken language, pupils communicate their ideas articulately. During class discussions, pupils listen to the views of others and sensitively share any alternative perspectives. Pupils with special educational needs and/or disabilities (SEND) who find communication tricky, learn to express themselves capably.

In Reception, children are encouraged to use their 'fridge words' so they too can make positive contributions to group discussions.

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

In recent years, the school has introduced new curriculum plans. These have ensured that staff teach knowledge in a logical order.

From Reception onwards, pupils build securely on the knowledge that they gain. The school's guidance makes clear exactly what pupils must know and understand. Teachers follow this guidance consistently and plan effective learning activities.

The well-considered resources teachers provide for pupils help them learn and gain independence. Pupils remember much of what has been taught. They are well prepared for their next steps in education.

The school has a well-established approach to teaching pupils how to read. Children in the early years quickly learn the sounds they need to start reading. By the end of key stage 1, most pupils are fluent readers.

Staff effectively support pupils that find reading difficult so that they can read confidently and access the curriculum.

The school has effective support in place for most pupils with special educational needs and/or disabilities. Pupils with social, emotional and mental health needs thrive at school.

These pupils learn how to manage their emotions, regulate their behaviour and focus on learning. The school has been directing staff training at supporting the needs of pupils with cognition and learning needs. While staff are gaining confidence in meeting pupils' needs, occasionally, staff do not adapt learning activities in a way that best supports pupils with SEND to access the curriculum.

When this happens, some pupils do not learn as well as they could.

Pupils know the school values and live up to them. They delight in being recognised in 'praise assemblies' for good behaviour.

The well-established positive ethos at the school means that pupils learn in calm and purposeful classrooms. Children in Reception learn classroom routines and conduct themselves well in lessons and during playtimes. Pupils enjoy and do well at school, they attend regularly.

The school provides effective support for families when pupils find it hard to maintain regular attendance.

The school ensures that pupils learn about fundamental British values. Pupils enjoy learning about different lifestyles and beliefs.

They understand the importance of respecting others' differences. They also learn the importance of serving the community through taking the many positions of responsibility that the school offers. For example, older pupils serve as school councillors, play leaders and reading buddies with younger pupils.

Leaders have built positive relations with parents, staff and the wider community. For example, the 'pony club' is a joint venture with local businesses and the school. This gives pupils first-hand experience learning about the horse racing industry.

Parents are highly positive about the school. They are effusive with praise about how staff care for the pupils. Staff are similarly positive about the school.

All staff are proud of the school and enjoy working there. Staff appreciate the way leaders help them maintain reasonable workload.

Governors carry out their statutory duties effectively.

They have an accurate view of the quality of the provision at school. They work well with leaders to ensure that pupils get a high quality of education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's training and focus on improving support for pupils with SEND has led to strong provision for many pupils. While this is the case, some staff do not yet provide consistently strong adaptations in lessons that helps pupils with cognition and learning needs. The school needs to continue to develop teaching so that staff consistently plan and deliver well-adapted learning activities for these pupils ensuring pupils successfully access the curriculum as leaders intend.