Paget Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this friendly, welcoming school. There are lots of smiley faces. 'Team Paget: Stronger Together' is the school motto used daily.

Everyone welcomes new members or visitors to the school and new pupils settle well. Pupils are proud to be part of 'Team Paget'. As one child said, 'It builds our character, we all work together.'

The sense of family shines through.

The school serves a diverse community with many pupils joining within the year. It is ambitious for all its pupils and has high expectations of everyone, including pupils with special educational needs and/or disabilities (SEND).

The school wants all pupils to be safe, happy... and succeed and they do.

Pupils behave well in and out of the classroom. There is a calm and purposeful learning environment across the school.

Pupils with SEND or those who find managing their behaviour more difficult receive the care, support and guidance they need. This means learning goes ahead without disruption.

The school knows its families and community well.

It has developed a wide range of support to ensure pupils learn how to stay safe and are safe.

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

The school has recently reviewed and revised its curriculum. Leaders have broken learning into small chunks.

These small chunks build logically over time. In subjects such as English, mathematics and science, staff deliver the curriculum well. In most subjects, staff use assessment well to track how well pupils are doing and to identify any gaps and next steps for learning.

However, this approach to assessment is not consistent in all subjects. Although plans identify assessment opportunities, staff do not always check whether pupils have learned and remembered what they need to be successful in the future. This means that teachers sometimes move pupils on to new content before they are ready.

The school wants all its pupils to succeed. It quickly identifies the needs of pupils with SEND, both within the main school and the special educational needs unit. Pupils receive the support and adaptations to the curriculum they need.

The school ensures that all pupils can join in every aspect of school life.

Reading is a priority across the school. The reinvigoration of the school's approach to the teaching of phonics and early reading is having a positive impact.

Pupils learn to read well, and those who find it more difficult or join the school speaking English as an additional language receive the extra help they need to become fluent readers. Books are everywhere. Pupils of all ages enjoy the 'Reading Rivers' that weave their way across corridor walls.

The school has experienced changes in staff recently. As a result, many subject leaders are new to the school or to a subject responsibility. The school has a strong vision for and understanding of its curriculum.

However, some leaders have not had sufficient opportunities to check staff know, understand and can deliver their aims.

The school has reviewed the early years curriculum and environment, indoors and outside. All areas of learning are well planned.

Adults model and extend children's vocabulary and language development. Children settle quickly and learn the routines and expectations. Children are happy and engaged in the stimulating learning environment.

The school places great emphasis on pupils' personal and social development. There is a very wide range of clubs for pupils to enjoy such as football, netball, archery, reading, a choir and boccia. The school has many sporting teams, and pupils take part in a variety of competitions in which they are very successful.

Pupils take pride in their school. They feel able to talk to adults about their concerns, hopes and dreams knowing adults will listen and act.

Pupils can take on roles and responsibilities such as applying to be head boy or girl, members of the school council or eco-warriors, sports leaders or buddies to younger pupils.

The school supports local and national charities, including collecting food at harvest for the local food bank.

Staff are happy and proud to work at the school. They appreciate the support they receive from leaders to manage their work–life balance.

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 is not yet used consistently well. Staff do not always check whether pupils have learned and remembered what they need to be successful in the future.

Consequently, teachers sometimes move pupils on to new content before they are ready. This slows pupils' learning. The school should ensure that assessment is well used in all subjects to identify what pupils know and can do and then use this information to inform what should be taught next.

• Some subject leaders are new to the role and have not yet had opportunities to review their subjects or develop the skills they need to monitor and evaluate effectively. This means the school cannot be sure staff are delivering the intended curriculum in all subjects as well as they could. The school should support all subject leaders to monitor and evaluate their subjects skilfully.