Pirton School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to come to school and attend regularly. They understand and follow their school values to be 'ready, responsible, reflective, respectful, resourceful and resilient'. Good manners are commonplace, and pupils look after their school environment.

Pupils say they feel safe and supported. Most parents and carers agree. As one parent said, 'Pirton school and its staff provide a safe and nurturing environment for learning.'

Pupils know that any concerns they may have will be listened to and taken seriously. Lessons are rarely disrupted. At playtimes and lunchtimes, pupils' good behaviour continues.

Pupils are proud of the roles and responsibilities... they hold. They say these roles, such as eco-warriors, reading ambassadors and creative crew, help to improve the school and environment. Pupils enjoy the wide range of clubs on offer and the chance to try new sports, such as archery and fencing.

Pupils make a positive contribution to the success of the school.

Pupils enjoy the opportunities they have to learn about their locality and beyond. They have learned to value difference and diversity.

Pupils read regularly and are grateful when staff recommend new authors they may enjoy.

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

All pupils have the best possible start to their education. Staff ensure that children settle quickly whenever they join the school.

Staff identify the needs and barriers to learning for pupils with special educational needs and/or disabilities. Pupils receive the help that they need to become independent learners.

The school's curriculum sets out what pupils will learn and by when.

It is ambitious in most areas. In reading, mathematics, early years and personal development, leaders and staff have undertaken work which has led to positive improvements for pupils' learning. Where aspects of the curriculum are well developed, pupils can learn and remember lots.

For example, in mathematics, pupils talk confidently about what they have learned and can apply this knowledge to new tasks. However, leaders' work to revise the curriculum is very recent in some areas. In some subjects, teachers do not always make effective checks on what pupils have learned and remembered.

Staff do not yet fully understand how to adapt this curriculum to meet the differing needs of pupils in their class. This means some pupils struggle to remember what they have learned.

Children learn to read as soon as they start school.

Pupils read from books that match the sounds that they know. Teachers quickly identify which pupils are struggling with their reading. When pupils fall behind, teachers provide support to enable them to catch up quickly.

Pupils know how important it is to read well and have developed a love of reading. Pupils enjoy reading an increasingly wide range of texts. Leaders have carefully selected texts to ensure that pupils have the knowledge they need to understand topics and themes, such as diversity.

Pupils appointed as reading ambassadors help to encourage other pupils to read more often.

Children settle quickly into their class routines in Reception. Relationships are strong and children play well together.

All pupils are well supported in their early development because staff know them well. For example, children are provided with the help they need to develop their independence. Children learn the school's values through meaningful activities, such as taking turns and being responsible.

The newly developed early years learning environment encourages children to practise what they have learned. Children enjoy exploring the outdoor environment and are learning how to take safe risks in their play. It is purposeful and supports children in making a strong start to their education.

Leaders promote pupils' wider development well. Pupils learn how to be safe and healthy, including online. Pupils learn how to be responsible citizens by participating in activities such as the harvest festival and charitable events.

Pupils develop an understanding of democracy through school council elections and voting for class representatives. Pupils enjoy taking on additional responsibilities. Older pupils support younger pupils with reading.

Pupils show respect for each other and celebrate difference. They know that it is important to make everyone feel welcome. Pupils gain from many opportunities to learn beyond the school curriculum.

Staff value the support they receive from leaders. Leaders are mindful of staff workload and well-being and are taking steps to support staff in these areas.

Leaders understand what the school does well and how it needs to improve.

Governors hold leaders to account effectively for the school's performance. They carry out their statutory responsibilities well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum does not equip pupils with the key knowledge children need to learn over time. This means that pupils are not fully prepared for learning that comes later. Leaders need to ensure that all subjects are carefully planned and sequenced to prioritise the most important knowledge that pupils need for future success.

The school curriculum does not set out clearly enough what pupils need to know and when. This means that teachers do not have sufficient knowledge to check pupils' understanding and precisely identify gaps in their learning. Leaders need to ensure that they support teachers to plan, teach and assess important knowledge across all areas of the curriculum.

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