Petersfield CofE Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff live by the school's moto of 'together everyone achieves more'.

Pupils talk positively about their experiences. They enjoy being members of this school.

Staff expect pupils to behave well at all times.

Pupils work hard and respond quickly to teachers' requests. Most are keen to learn. They are proud of their achievements and enjoy the topics they study.

Pupils achieve well in most subjects.

Pupils show respect to one another and to staff. They get on well with each other at break and lunchtimes.

Bullying is rare, and pupils know what to do if they have concerns. Pupils are confident that teachers will deal with prob...lems immediately.In the early years, children get off to a good start and adjust quickly to their new routines.

Staff are kind and reassuring. They know pupils and pupils' families well. Relationships are very strong.

Staff care deeply and are vigilant about all aspects of pupils' safety.

Pupils have many opportunities to take part in, and benefit from, a range of activities and exciting educational trips. These include, for example, going to London to be part of the biggest choir in the world.

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

Leaders have addressed the areas for improvement identified at the previous inspection effectively. Teachers and teaching assistants have benefited from significant training to improve their approaches to teaching and to curriculum planning. Subject leaders carry out their roles effectively.

They monitor standards closely and support other staff to help them improve. Leaders have equipped teachers with the expertise they need to teach well.

There is now a more consistent approach to teachers supporting pupils with their learning.

Teachers know what they expect pupils to achieve. Leaders have skilfully sequenced what pupils will learn through most parts of the curriculum. Teachers revisit topics to expand and deepen pupils' understanding.

Pupils' work is usually of a high quality.

While most parts of the curriculum are well designed, some aspects of the curriculum have not been planned as well as most.

There is a clear understanding of what children need to learn through the early years.

This part of the school provides a secure foundation that prepares children well for the next stage of their education. Leaders' training makes sure that, for example, all staff teach phonics the same way. This ensures that pupils become confident and fluent in their reading through practice and reading for meaning.

Leaders identify pupils' special educational needs and/or disabilities effectively. Leaders employ a range of strategies, such as accessing the services of a paediatrician, to support pupils. As a result, pupils' needs are met.

They benefit from the same high-quality education as other pupils.

Leaders use extra-curricular activities to support pupils' personal development well. Exciting trips and visits bring the curriculum to life and expand pupils' understanding and life experiences.

Leaders encourage pupils to be more ambitious through, for example, the annual Careers Week. This gives pupils a better understanding of possible employment paths. It broadens their horizons and raises their aspirations.

The programmes for religious education and personal, social and health education deepen pupils' knowledge of, and respect for, people of different backgrounds and faiths. Pupils' understanding of fundamental British values, such as democracy, is developed from the early years. Children are able, for instance, to vote on the order in which tasks will be carried out, and for their favourite storybook.

Leaders work well with families. They coach parents and carers on how to support their children and guide families to other agencies that might be of help. Leaders also work with families to deal with instances where pupils are late or have high levels of absence.

This has improved pupils' attendance, well-being and outcomes. However, rates of attendance remain lower than they should be.

Governors care for the staff and pupils.

Senior leaders and governors are mindful of teachers' workload. Staff say they enjoy working at the school. The school makes effective use of a wide range of support from other local schools and the local authority.

Safeguarding

The arrangements for safeguarding are effective.

Governors ensure that adults working with pupils are suitable to do so. Staff are suitably trained and know what to do if they have concerns about pupils' welfare.

Child protection records are detailed. Leaders act promptly to address any issues that arise and to follow up any referrals to external agencies.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Some curriculum plans do not show well how different aspects of learning build on one another.

As a result, pupils' understanding of some topics is not as secure as it should be. Leaders should ensure that the full curriculum is planned equally well. .

Pupils' attendance is lower than it should be. This limits some pupils' achievements. Leaders should make sure that levels of attendance continue to rise to at least in line with the national average, by further supporting parents to ensure that their children attend the school.