Piper’s Vale Primary - A Paradigm Academy

Highlights from Latest Inspection

What is it like to attend this school?

Piper's Vale is a unique school where everyone is greeted by their first name. There is a sense of ambition and belonging.

One pupil said, 'Teachers support us, and we rely on them.'

Throughout the day the school is a hive of activity, with music, singing and physical education activities going on. This is alongside the focused attention seen in the other curriculum areas.

Pupils behave well. They show respect for one another, and for staff and visitors. If pupils do fall out, they are supported to understand the feelings of everyone involved.

Pupils said that name-calling does happen, and there has been some bullying in the past. Pupils think that ...leaders are now quick to pick up on these things and pupils feel happy about this. Pupils reported that they feel safe, and parents agree.

Pupils show delight at the variety of clubs, trips and visitors to the school. Pupils talk fondly about going to the local library, the museum and the zoo. These events are part of the trust's chosen 'Hinterland' curriculum, and are memorable for the pupils.

Another pupil said, 'It is a kind place, where we can express what we want to do.'

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

Leaders have designed a well-thought-out, well-sequenced curriculum. It is ambitious in terms of the knowledge and skills pupils need to learn.

Leaders have woven practical experiences into the curriculum. This contributes to pupils' developing sense of aspiration, including for the most disadvantaged pupils. For example, they visit the local university and go to the library every four weeks.

All areas of the curriculum help pupils to gain important information, step by step, across subjects. Music, science, history and geography are strengths throughout the school. These are firmly embedded.

The newest curriculum subject of French is taught well, and pupils are fully engaged and remember what they have learned.

The teaching of reading is a strength of the school. Children begin to learn letter names and sounds from the moment they start school.

In Nursery, staff use singing and rhyme to help children remember days of the week and initial sounds. Leaders have high expectations, and ensure that all pupils in school are able to read fluently. The vast majority are able to do this by the end of key stage 1.

The very few pupils who still need more practice are taught well. Any gaps are addressed quickly, and pupils are gaining in confidence. Books are well matched to the sounds that pupils know or are currently learning.

Older pupils enjoy participating in the shared reading across the school. Leaders have planned a curriculum that is aspirational and inspiring. One pupil said, 'Shared reading is my favourite, as you get to read the whole book and it is just wow!' Leaders go to great lengths to ensure that reading is prioritised.

Pupils show a love of reading.

Leaders have recently changed the way that mathematics is planned and delivered. This is having a positive impact on most of the pupils, but there are some inconsistencies in key stage 2.

Weaker teaching in the past means that older pupils are having an adapted curriculum, to help them catch up on the knowledge that they have missed learning. However, some pupils do not always have work that is suited to their abilities. Assessment and then teaching for pupils to catch up is not precise enough, particularly for the lowest-attaining pupils.

Pupils in the specialist resource base have a personalised curriculum that all adults take responsibility for implementing. The complex needs of these pupils are well understood by the adults who care for them. Pupils communicate using a combination of charts, signs and actions.

Equally, other pupils with special educational needs and/or disabilities (SEND) across the school have their needs met well. Leaders ensure that staff know how to adapt their teaching, so that pupils access the same ambitious curriculum as their peers.

Pupils are usually very well behaved.

Pupils and staff did report that, on occasion, older pupils behave less well. This is usually when familiar adults are not present. Leaders attend to this promptly.

The personal, social and health education (PSHE) curriculum teaches pupils to keep themselves safe, express their emotions and understand healthy lifestyles and relationships. Pupils on the school council said, 'We need to stop parents smoking outside the gate, so we are making posters to put up.'

The trust has focused on the right priorities, and has given leaders effective support to improve the quality of education at Piper's Vale.

The trust, alongside leaders from the other schools in the trust, has supported staff well.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is at the top of everyone's agenda.

Leaders have implemented rigorous processes and routines to ensure that pupils are kept safe. Any concerns are followed up without delay, and appropriate action taken.

Regular and up-to-date training enables staff to feel confident to talk about and act on any changes to the school policies.

Staff know pupils well. Adults know if a pupil is upset or worried and what to do about it. Pupils said that they can talk to a trusted adult, or put any concerns they have in the class worry box.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Where the delivery of the curriculum is new, for example in mathematics, it is currently inconsistent throughout the school. In this case, some pupils in key stage 2 are not catching up as quickly as they need to. Leaders must ensure that all teachers are able to correctly use assessment information and deliver the reviewed curriculum, so that it is more precisely matched to the needs of all pupils.