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Paston Ridings Primary School continues to be a good school.
What is it like to attend this school?
Pupils enjoy attending Paston Ridings Primary School. Pupils talk about how their school has improved.
They know that the school has raised the expectations it has of them. Pupils have responded positively to this increased aspiration and ambition by working and trying hard. Pupils have begun to remember what they have been taught.
They enjoy learning and talk enthusiastically about what they know. The quality of their work has increased significantly in recent months. Pupils relish this success, and they want to achieve even more.
Pupils behave well. They are polit...e and engaging. In lessons, they listen to their teachers attentively.
They concentrate hard when they are completing activities. This means that lessons generally proceed without interruption. Younger children quickly learn how to work and play together.
They learn how to interact politely with each other. For example, during lunch, they dine respectfully with their classmates and with adults.
Pupils feel cared for by adults and by their peers.
They enjoy learning about their friends' cultures and beliefs. They celebrate the important moments in each other's lives, such as anniversaries or religious festivals. They feel safe and happy in a community that has their best interests at heart.
What does the school do well and what does it need to do better?
The school's new leadership team has redesigned the curriculum. This curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND).
The school has embedded reading as a keystone of its curriculum.
Staff use their training to deliver the adopted phonics programme consistently. Pupils learn specific letter combinations and corresponding sounds in a logical order. They practise these sounds by reading carefully selected books.
Pupils who struggle to keep up are quickly spotted and supported. Over time, pupils become confident and fluent readers. They enjoy books and stories, and many read widely and often.
In the majority of cases, teachers break important knowledge into small, easy-to-understand steps of learning. In most cases, this helps pupils to understand what they are taught before moving on to new learning. This ensures pupils build increasingly deeper layers of knowledge, which they can then use to apply across a range of subjects.
However, sometimes teachers' explanations are not clear enough. Occasionally, teaching overloads pupils so that they are not able to process the information securely enough. In these cases, pupils develop misconceptions and struggle to successfully complete activities designed to secure learning.
Teachers generally ask well-crafted questions that test what pupils know. However, there are key points when teachers' checking is not precise enough. They do not always ask questions that accurately test what pupils understand.
This means that, sometimes, teachers move pupils to the next stage of learning before addressing any misconceptions. As a result, pupils do not always learn the content of the curriculum in the depth the school intends.
The school is improving the provision for pupils with SEND.
Pupils' needs are clearly defined. The school provides teachers with the information and support they need to plan effective strategies to support pupils with SEND. Additional adults support pupils with SEND to keep up with their peers effectively.
When bespoke provision is needed it is thoughtfully planned and reviewed to ensure it remains appropriate. Pupils with SEND learn alongside, and generally achieve in line with, their peers.
Pupils value what they learn about different lifestyles and beliefs.
They know it is important to understand and respect others. The school provides a number of opportunities for pupils to enrich their studies and develop new interests. The school has thought carefully to plan every activity to maximise its impact.
Pupils feel it is a privilege to represent their school in sports or artistic events.
Generally, pupils have a positive attitude to their education. They want to learn and do well.
On the rare occasions when behaviour is below the school's expectations, teachers respond consistently and fairly.
Recently, the school has joined a federation of three other schools. Governors have worked with the local authority and the federation to secure rapid and sustainable improvement.
They understand the importance of building on this success as they work together to lead the school into the next phase of its development.
Staff appreciate the changes that the new leadership team has made to the school. They feel listened to and valued.
Shared planning helps them manage their workload effectively. Staff embrace the vision for the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Sometimes, teachers do not clearly explain the important knowledge pupils need to learn. Similarly, teachers occasionally overload pupils with too much information. When this happens, pupils do not fully understand the information presented to them.
The school should ensure that all teachers deliver information with the precision needed to enable all pupils to achieve as intended. ? Some assessment is not exact enough to pinpoint what pupils know. This means that pupils' misconceptions become embedded, or they forget key information.
As a result, pupils do not learn aspects of the curriculum as intended. The school should ensure that teachers use the most appropriate techniques to assess what pupils know and provide support when needs arise.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good in February 2018.
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