Picknalls First School

Highlights from Latest Inspection

What is it like to attend this school?

You can see from their smiles as they are welcomed by staff that pupils enjoy school. Parents, understandably, are happy with the school. The staff are ambitious for pupils to succeed and broaden their knowledge of the wider world.

Pupils study many interesting topics. In Year 2, for example, pupils learn about Samuel Pepys and how he wrote what pupils eloquently described as a 'first-hand account of the Great Fire of London'.

Phonics is taught well in the early years and key stage 1.

This helps pupils become independent and confident readers. Pupils write about many different topics, but some could write more accurately and in depth. Pupils achieve very well... in mathematics and reach high standards.

Pupils have great opportunities to do physical education (PE), sport and learn to swim. They are offered many challenges in PE lessons. Pupils are energised by the superb range of sporting enrichment like golf, boccia, hockey, archery and more.

Pupils behave exceptionally well. They are polite and courteous. Pupils play safely and enjoy chatting to friends, staff and visitors.

There is hardly any bullying because the staff make sure pupils are kind to each other. Leaders and staff are very good at keeping pupils safe.

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

At the heart of leaders' ambitions are pupils and their families.

Pupils thrive and the school's aims, 'achieve, believe and care', are at the centre of everything this school is about. Pupils behave exceptionally well, work hard and achieve well.

The headteacher and senior staff provide strong leadership and are ambitious to continue improving.

The Uttoxeter Learning Trust, its board of trustees and governors have high expectations and hold leaders and staff to account.

The school's 'connected curriculum' helps pupils build on what they have learned before. Pupils in Year 1 go 'on safari', learning about the geography of Africa.

In Year 3, ancient Greece is brought to life through the 'groovy Greeks' topic. Pupils recall interesting facts because the curriculum really does connect with their learning and interests.

Nursery and Reception children do well.

The children enjoy varied indoor and outdoor learning activities. Children are confident and chatty and form positive relationships with classmates and adults. Role play helps children develop their confidence and language.

The 'pretend supermarket' is put to good use as children identify the correct coins when 'buying fruit'.

Phonics teaching is well organised in key stage 1. This helps pupils in Years 3 and 4 become confident, independent readers.

The 'river of reading' provides good-quality modern and traditional books which are well matched to pupils' ages and abilities.

Pupils' writing is improving but is not always accurate or consistent enough. Teachers should pay more attention to helping pupils develop a consistent, legible writing style.

Pupils make some unnecessary spelling errors. In some class discussions teachers do not help pupils think deeply enough to broaden their knowledge, so they can write more in greater depth.

Mathematics is well taught.

Pupils achieve exceptionally well. National attainment outcomes at key stage 1 typically place the school in the top 20% or 10% of schools nationally.

Pupils with special educational needs and/or disabilities (SEND) get very good support.

Provision is well managed. The staff provide a good range of intervention programmes to help pupils with their reading, writing and number work.

However, some pupils who get stuck in lessons do not always receive timely interventions from staff.

This is an area that leaders should focus on when monitoring teachers' and pupils' work.

Pupils achieve very well in PE and sport. The staff ensure that pupils develop healthy bodies and minds.

The school's trophy cabinet is bursting with sporting awards. There is a fantastic range of enrichment clubs that include fitness; 'mini-minds', to support pupils' well-being; activity club for early years; playground games and more.

Pupils are confident and happy in school.

They are safe and secure because of the care and attention provided by staff and volunteers. The staff always treat pupils and their families with dignity and respect.

Pupils' personal development is a strength.

Pupils have great opportunities to become school councillors. They are very clear about British values of democracy and respect for people whatever their colour, beliefs or background. Pupils make a huge contribution to their school and community.

They can become well-being champions; ICT buddies to help younger pupils; school councillors; eco warriors and more.

Pupils contribute to the local community. The choir has performed at the racecourse and was interviewed by an international broadcaster when opening the day's racing event.

Pupils contribute each Christmas when singing to residents in care homes.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and the trust check that staff, governors and volunteers are suitable to work with children.

The staff know what to do if they are concerned about a child.Adults make sure that pupils are safe in the playground during breaktimes. We saw pupils playing and socialising very happily during these times and around the school.

The staff are very good at identifying signs that may concern them about a child's welfare. The designated safeguarding leaders follow up concerns swiftly. Leaders work closely with external agencies to get support for pupils and families who may need additional help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Pupils achieve well in reading and writing, but there is still room for further improvement in writing. Leaders and staff should now build on the good practice that exists to make sure that pupils develop a more consistent handwriting style from an early age. Teachers should also focus more on improving the accuracy of pupils' spelling.

There is also potential for the most able pupils, particularly in key stage 2, to write more independently and at length to prepare them better for upper key stage 2. Teachers should consider providing more opportunities for pupils to broaden their vocabulary in lessons. This is to help them write more extensively and in greater depth.

. Teachers plan their lessons well and the curriculum is well organised so that pupils in all classes achieve well. There is scope now for leaders and teachers to focus more on how well pupils learn in lessons.

There are occasions when teachers and support staff miss opportunities to intervene when pupils are stuck or find new learning difficult. Leaders regularly monitor how well teachers teach and should now consider evaluating more sharply what works well and what needs to improve. This is to ensure that teachers and support staff know when to intervene to help pupils learn in greater depth and help pupils if there are any gaps or misunderstandings.

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