Pen Mill Infant and Nursery Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pen Mill is a Nursery and Infant school where children and pupils arrive every day happy and smiling. Parents told inspectors they appreciate the family atmosphere and how their children love coming to school.

Leaders and staff are designing a carefully thought out and ambitious curriculum. Early reading and phonics are a strength. Changes made by leaders in the teaching of early reading are paying off.

However, in some subjects, leaders have not mapped out in sufficient detail how pupils' knowledge should build over time. Consequently, in some subjects, such as mathematics and history, pupils do not achieve as well as they could.

Pupils' behaviour is positiv...e.

Leaders have high expectations of the behaviour and attitudes of pupils. Relationships between adults and pupils are strong. Children learn quickly in Nursery and Reception the difference between right and wrong.

Pupils behave sensibly in lessons and during playtimes. They play happily together and enjoy social times. Bullying is extremely rare.

Staff sort out any issues rapidly.

Leaders place a high priority on pupils' personal development. Adults know each pupil well.

They are quick to spot any changes in their well-being and take swift action. Pupils are safe and well looked after.

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

Leaders work hard to provide the very best education and care for children and pupils who attend Pen Mill.

However, changes in leadership and the impact of COVID-19 have delayed the development of some subjects in the curriculum. Early reading and phonics are well developed throughout the school. In other subjects, pupils do not cover the depth of knowledge they should.

For instance, in mathematics, pupils experience all areas of the key stage 1 curriculum. However, there are occasions where content choice and sequencing are disjointed. This means they do not build up their fluency in number well enough.

Assessment information on how well pupils remember the knowledge they have been taught lacks consistency. This means that pupils' recall of prior learning is often patchy.

Adults told us they love working at Pen Mill.

They appreciate all leaders do to develop their skills and the training they receive. Leaders are conscious of staff workload and consider ways to help them manage this.

Adults in the school are rightly proud of the nurture and care they provide.

This is seen from the moment children arrive on the playground. Parents and children are greeted with a smile and warm welcome by leaders. 'I really want to commend them' and 'brilliant, lovely little school' were typical comments made by parents.

Pupils are safe, well looked after and enjoy their time at Pen Mill.

Leaders and adults expect every child to become a fluent reader by the time they leave the school. Older children in Nursery are introduced to phonics to ensure they are school ready.

Children begin learning phonics as soon as they start in Reception. They use this knowledge well when they read. All staff receive high-quality training in the teaching of phonics and early reading.

Leaders provides regular support and guidance. Staff appreciate this supportive approach; it gives them the knowledge and confidence to teach early reading with skill. Pupils who struggle are swiftly identified.

Staff provide these 'spotlight' pupils with additional help and support to enable them to catch up.

Pupils with special educational needs and/or disabilities (SEND) learn the same curriculum content and experience the same opportunities as their classmates. Leaders identify and assess their needs quickly.

In classrooms, pupils with SEND are well cared for. Environmental adaptations and supportive aids are in place for individual pupils. Pupils can explain how these aids help them.

However, learning is not always adapted to meet the needs of pupils. As a result, some pupils are unable to fully access all their learning.

Staff carefully weave pupils' spiritual, moral and social education throughout the curriculum.

Pupils learn about other cultures, faiths and backgrounds. They understand the importance of respect and tolerance. For example, every year pupils make wreaths in memory of fallen soldiers who lived in their community.

Pupils are also taught to be kind and considerate. They told inspectors, 'We should never be horrible to anyone'.

Pupils like to involve themselves in all that the school has to offer.

They take on extra responsibilities with pride. For example, pupils enjoy the election process of being voted onto the school council. They talk enthusiastically about the many trips and activities they go on.

Trips to the farm and the outdoor centre are firm favourites.

Safeguarding

The arrangements for safeguarding are effective.

Leaders, including trustees, have created a strong culture of safeguarding.

Staff are well trained to notice and report any signs of concern. Leaders respond swiftly to support pupils and families in need of help. They do not hesitate to escalate concerns when required.

Staff carry out the required checks on the suitability of staff to work with young children and pupils. Leaders provide a curriculum that teaches pupils to understand age-appropriate risks, including internet safety and healthy relationships. Pupils know that adults will listen to them if they have any concerns, and help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders are not clear enough about the key knowledge and skills they want pupils to know. As a result, pupils do not build a deep understanding of these subjects. Leaders must ensure that all subjects identify the key knowledge, skills and vocabulary pupils need to learn as they progress through the school.

• Leaders have not established rigorous systems to assess how well pupils remember the knowledge they have been taught. Pupils' recall of prior learning is often patchy. Leaders need to ensure that staff use assessment effectively to check what pupils know and remember across all subjects.

• The curriculum is not always adapted to meet the needs of pupils with SEND. As a result, pupils are unable to fully access all their learning. Leaders should ensure that staff consistently adapt the curriculum to precisely meet pupils' needs.