Piddle Valley Church of England First School

Highlights from Latest Inspection

What is it like to attend this school?

Children thrive from the moment they arrive in Nursery.

Pupils go on to achieve well. Staff know pupils individually. They link learning to pupils' interests and build on what they already know, including those with special educational needs and/or disabilities (SEND).

As a result, pupils love learning at this friendly village school.

Staff expect the best for pupils. Pupils respond positively.

They know that they are cared for. Occasionally, some pupils need reminding to do their best. Pupils rightly say that everyone looks out for one another.

They share break times together well, often sorting out any problems independently. Consequently,... pupils enjoy their play and social times.

Pupils feel happy and safe at school.

They know how to keep themselves safe and who they can talk to if they are worried about something. Pupils rightly say that bullying is not an issue. Some parts of the community are less confident, because of historical weaknesses in the school's engagement with them.

However, new leaders and the trust have already raised expectations and pupils are responding. Piddle Valley is a harmonious place, where pupils' experiences reflect the school's values of 'living, growing, loving and learning'.

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

Piddle Valley Church of England First is a rapidly improving, effective school.

New leaders have introduced a more effective curriculum. Expectations have risen. Teachers utilise well-sequenced planning to promote pupils' learning across subjects in meaningful ways.

For example, pupils learn key knowledge in science systematically and what it means to be an effective scientist. As a result, pupils, including those with SEND, remember relevant knowledge and achieve well.

The school gives reading the highest priority.

High-quality texts underpin planning in the early years, English and wider curriculum areas. Leaders have established a robust programme for teaching reading. Pupils learn to read rapidly as a result.

When pupils are at risk of falling behind, staff use strong assessment and targeted support to ensure these pupils keep up. Pupils learn to love reading. They say they enjoy the books their teachers share with them.

The school has also built on the strength of the reading curriculum to develop an effective approach to teaching writing. Pupils write for a range of purposes and with increasing skill. Many are now writing at greater depth.

Nevertheless, there is more to do. In some subjects, planning lacks refinement, so that pupils can learn more and with greater understanding. For example, in mathematics, pupils learn to reason, but are not secure in their basic knowledge of mathematics.

This means that, occasionally, pupils cannot learn the new curriculum as well as they should.

Children flourish from the moment they start in the very effective early years provision. The school has a carefully planned early years curriculum.

This draws on national expectations, but also reflects the needs of the children the school serves. Staff realise leaders' ambition consistently and with skill and enthusiasm. Language and communication underpin carefully designed learning areas, particularly in the indoor learning spaces.

Staff promote high expectations through the positive relationships they establish with children. Staff ensure children make the most of every learning opportunity provided. Children love the chance to learn and explore through very well-planned activities.

They develop independence and are well prepared for key stage 1.

Pupils' wider development is promoted well. Trips and visits are utilised whenever possible to enrich and enhance pupils' learning.

The school site benefits from useful and rewarding resources, including a range of outdoor learning spaces. This promotes pupils' physical and mental well-being. Pupils learn strong attitudes to being healthy, because they enjoy physical education, the games they can play and the well-being promoted through outdoor learning.

The school has rightly recognised that helping pupils learn more about diversity is a key next step. Nevertheless, pupils understand how fundamental British values link to the school's values and what they learn in lessons.

Together, the trust and the school have resolutely turned around a previous decline in standards.

Expectations have risen and plans for improvement are systematic and effective. Everyone works together to make a difference. Staff feel, and are, valued.

As a result, the curriculum has improved, pupils are learning more and are better prepared for the next stage of their education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Improvements to the curriculum are settling in.

There is some variation in how well these improvements are implemented. Historic weaknesses in the curriculum mean that pupils have some gaps in their learning. The trust and the school should continue to strengthen the implementation of the curriculum, so that pupils achieve well across all subjects.

• New leaders are engaging more effectively with the community. However, some parents still lack faith in the school because of a long period of poor engagement and communication in the past. The school should continue to strengthen how they work with the community to establish effective collaboration for the future.