Palm Bay Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils achieve well in this happy, busy and friendly school. The school sets high expectations for all pupils' achievement and behaviour, regardless of ability or background. Pupils rise to these high expectations.

They greet visitors politely and talk about their school with pride. They understand why the school's values are important and talk sensibly about their meaning. Pupils want to do well and they work hard.

They usually behave well, move around the school in a sensible manner and treat adults and each other with respect. Those with special educational needs and/or disabilities (SEND) benefit from high-quality support and learn well.

The school makes ...an exceptionally strong contribution to pupils' personal development and well-being.

The school makes full use of its proximity to the beach to enrich and enliven learning, with a wide range of activities and experiences built into the curriculum. Pupils enjoy opportunities to take on a wide range of responsibilities, such as house captain, play leader and school councillor. The school makes sure that all pupils can join in with clubs and activities and participation rates are high.

The school gives pupils' mental health a strong priority. Pupils know who to speak to if they are worried about something.

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

Improvements in the quality of education have ensured that pupils achieve well across the school.

They are increasingly well prepared for the next stage of their education. Developments in curriculum design mean staff are clear about the knowledge that pupils need to learn and when it will be taught. Staff are knowledgeable about teaching the curriculum and do so confidently and effectively.

The school champions the needs of all its pupils. Pupils' needs are identified accurately and suitable support put in place where necessary. The school uses regular checks to identify what is working and well and where adjustments to the curriculum need to be made.

The school has focused successfully on making sure that pupils have the key subject knowledge they need to achieve well. In a few subjects, the school has given more emphasis on teaching subject knowledge rather than developing skills. As a result, while pupils are acquiring secure subject knowledge, some are less secure in applying it to explore ideas or interpret information.

The school has rightly identified the need to refine its approach to ensure a better balance between knowledge and skill development.

Phonics is taught consistently well across the school, starting in Reception Year and continuing throughout key stage 1 and 2. The school's phonics programme has been reviewed and updated to ensure it works effectively.

Staff are trained in teaching phonics. Pupils acquire secure reading skills. Effective support for weaker readers ensures that no one is left behind.

Pupils work calmly and industriously during lessons. They listen carefully to their teacher and complete their work with care. Sometimes a few pupils lose focus in lessons, becoming chatty and fidgety.

A gentle reminder is usually all that is needed to bring them back on track. A small proportion of pupils with more significant behavioural needs are supported effectively and with kindness, so that they feel secure and are quickly re-engaged with learning.

A carefully sequenced programme of activities and experiences underpins both the school's curriculum and wider school life.

Preparing pupils for future life in modern Britain is a key part of the school's work. Activities such as visits to further education colleges help the older pupils to start thinking about what they would like to do in the future. A high-quality art and design curriculum makes a strong contribution to pupils' enjoyment of school and to their cultural development.

The school has worked hard to secure improvements in pupils' attendance. They use a wide range of strategies to encourage and reward good attendance. Leaders check and analyse patterns of attendance closely.

Rigorous procedures are followed when concerns arise about individual pupils' attendance. Most pupils attend well. However, some are absent from school too often without good reason.

As a result, these pupils miss important learning and do not achieve as well as they should.

The school, trust and local governing body are committed to providing high-quality education for the local community. They have worked hard to strengthen communication with parents and carers and to encourage their engagement with the school.

Most parents are positive about the school and appreciative the establishment of a more inclusive culture. They speak of happy children who enjoy school and learn well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few of the foundation subjects, the disciplinary skills element of the curriculum is less well developed than the substantive knowledge content. As a result, while pupils are acquiring important knowledge, they are less secure in applying it to explain ideas or interpret information. The school should continue its efforts to refine the curriculum design to achieve a better balance between knowledge and skills.

• Some pupils do not attend school as well as they should. This means that they miss key learning and are at risk of falling behind. The school should maintain its focus on promoting the importance of regular attendance and continue its work to ensure that all pupils attend well.