Pewithall School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and proud to attend this school which is at the heart of its local community.

Pupils feel cared for by staff who know them and their families well. Pupils say that all are welcome here. Even when they leave at the end of Year 6, pupils know that they will always remain part of Pewithall School.

Pupils show kindness to one another. They consider the feelings of others' and show empathy when someone needs help. In lessons, pupils try their best.

They have very positive attitudes to learning. They are keen to impress their teachers and take pride in their work. Pupils, including children in the early years, listen carefully to adults and one ano...ther.

They are not fazed by challenge; in fact they relish it.

The school has high expectations of pupils. This includes for pupils with special educational needs and/or disabilities (SEND).

In turn, pupils achieve well and they are prepared for the next stage of their education.

Pupils benefit from a wide range of opportunities. These include clubs such as drama, football and mathematics.

The school choir is popular. Pupils enjoy performing in the local area. Pupils take great joy in outdoor learning in the school grounds.

They help to look after the school's chickens and delight in collecting their eggs.

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

Reading is given a high priority. As soon as children start in the Reception class, they begin to learn the sounds and letters that they need in order to read.

Pupils practise their reading using books matched to their phonics knowledge. Pupils who need additional support are identified quickly. They are given the help that they need to keep up with the school's phonics programme from well-qualified staff.

However, some pupils in key stage 1 are not given enough opportunity to practise the sounds that they have learned in their writing. This means that, on occasion, these pupils do not develop their confidence as writers as quickly as they might.

The curriculum has been carefully considered.

Each subject sets out the important knowledge and the order in which it should be taught. Staff regularly check how well pupils are learning. They use this information to identify what pupils need to learn next.

Teachers design activities that help pupils to remember what they have learned. This helps pupils to build knowledge over time. At the end of a topic, pupils put their knowledge to good use.

For example, Year 4 planned and presented an assembly to their parents and carers about the Romans.

The school's leadership of subjects is at various stages of development. There is a lack of consistency around the school's oversight of the curriculum.

For example, some subject leaders are not adept at using information from staff's checks on pupils' learning to refine the curriculum. This means that staff, on occasion, do not have all of the information that they need to teach as well as they might.

The individual needs of pupils with SEND are identified at an early stage.

This enables them to receive the support that they need. Skilled staff help pupils to access the curriculum successfully alongside their peers. This allows pupils with SEND to be happy and confident learners.

Pupils benefit from a broad offer for personal development. They learn to understand the views of others and celebrate differences. They know how to keep safe including online.

Pupils are encouraged to develop leadership skills. They learn about democracy by voting for the school council and eco team. Members of these groups take their responsibilities seriously.

Trips to the theatre and museums enhance pupils' learning. Pupils especially look forward to residential visits in Years 2 and 6. The school helps pupils to learn how to be a good citizen.

For example, by supporting the local foodbank and planting in a community garden.

Pupils are expected to behave well, and they do. Older pupils are good role models.

For example, Year 6 prefects help to serve lunch. In the playground, pupils play harmoniously. The buddy system helps pupils of all ages become friends.

Attendance is prioritised and pupils attend well. The school takes prompt action to support the families of a small number of pupils who need to attend better.

Governors are committed to their roles.

They are especially supportive of staff's well-being and workload. Staff appreciate the support that they receive from the governors. For example, they appreciate the annual well-being day.

This makes staff feel valued.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority) ? Some pupils in key stage 1 who are at the early stages of reading do not have sufficient opportunity to practise the letters and sounds that they know in their writing.

This means that, on occasion, some pupils do not develop fluency in writing as quickly as they could. The school should provide regular opportunities for these pupils to practise writing utilising their phonics knowledge so that they can become more confident writers. ? The school's leadership of some subjects is underdeveloped.

This means that, in these subjects, teachers are not provided with the support and guidance that they need to deliver these subjects as well as they might. As a result, some pupils do not achieve as well as they could. The school should ensure that it develops subject leadership so that teachers are helped to deliver all subject curriculums effectively.