Pitsford Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very proud of the school.

They cherish the family feel. They are safe and happy. They live the school's values of 'collaboration, enjoyment, responsibility, respect, innovation and challenge'.

They meet the high expectations teachers set for them. Pupils work diligently. They take pride in their work and achievements.

They are great ambassadors for the school.

Pupils are polite, respectful and welcoming. Their behaviour is positive.

At breaktimes, older pupils look after, and play with, those younger than themselves. Pupils say that there is no bullying. They are confident that staff would deal with it if it did occur.

Pu...pils are comfortable sharing any worries with staff. Pupils know that they are very well cared for.

Pupils value the many opportunities given to them.

They cherish memorable experiences, including singing at 'Young Voices', sporting events and a seaside trip. They know that the school's '100 Things' enrich their lives. They like having Chippy, the school dog, around.

Most parents and carers comment very positively about the school. Typically, a parent remarked, 'The school is truly marvellous, striking an excellent balance between academic and non-academic goals, with superb support. My son is thriving and developing well, with such care from staff.'



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

Leaders make sure that the curriculum is broad and ambitious in its scope. They identify the knowledge and skills that they want pupils to learn and when. Leaders make sure that subject curriculums are well sequenced.

For example, in mathematics, pupils build their knowledge of multiplication over time. They revisit prior learning and are able to apply their mathematical knowledge in different situations. Leaders have established well-thought-through curriculums in all subjects.

For example, in history, pupils gain a sound appreciation of chronology. In music, pupils learn and apply key knowledge when listening, composing and performing.

Teachers have good subject knowledge.

They use questions well to check pupils' learning in lessons. They use assessment well in English and mathematics to check pupils' learning over time. However, leaders have not developed effective approaches to check what pupils have learned and understand in other subjects.

Leaders have developed a strong culture of reading. They have embedded a new phonics scheme that enables younger pupils to learn to read well. All staff are appropriately trained.

They use the phonics resources well. Older pupils recall some of their favourite authors. They learn to deepen their comprehension of texts.

Teachers ensure that pupils broaden and deepen their understanding of vocabulary. Pupils are captivated by class stories. They make good progress in their reading.

Leaders ensure that pupils with special educational needs and/or disabilities (SEND) receive the appropriate support that they need. Teachers adjust how they teach to ensure that these pupils learn the same curriculum as their peers, including by varying the questions they ask to deepen pupils' learning. Leaders engage with professionals external to the school and make sure pupils gain the support that they need.

Many parents recognise the positive provision for pupils with SEND. Pupils with SEND learn well.

Leaders prioritise pupils' personal development.

Teachers support pupils' development of character, confidence and resilience. Leaders support pupils' interests through a range of sporting, creative and musical activities. Pupils develop a mature understanding of equality and diversity.

They appreciate and celebrate differences. For example, they learn about a range of religions and cultures. Pupils receive appropriate relationships and health education.

They learn about the importance of healthy diet, exercise, sleep and mental health. Leaders plan a range of opportunities that support pupils' moral and cultural development. Pupils develop a sense of right and wrong.

They are taught to understand fundamental British values.

Children get off to a strong start in Reception. Staff have high expectations.

Children understand and follow very well-embedded routines. They play and work together and independently. They sustain their activity well.

They gain from an ambitious curriculum that meets their needs. Children build their learning over time. For example, they gain knowledge and develop their skills and creativity when using different media in their self-portrait work.

Children learn well in the early years, including those with SEND.

Governors know the school's strengths and priorities for improvement. They support and challenge leaders appropriately.

Governors are mindful of leaders' workload and well-being.

Staff are overwhelmingly positive about the school. They value the team approach and the way the school works with a partner school.

They appreciate leaders' care and support and the development opportunities available. They enjoy working at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders know pupils and their backgrounds very well. Staff quickly identify any concerns related to pupils' welfare. Leaders take appropriate action to ensure that pupils and families receive additional support when needed.

Leaders work with a range of external agencies. Staff are well trained. They receive regular safeguarding updates.

They know, understand and fulfil their responsibilities very well.

Pupils learn about potential risks and how to keep themselves safe. For example, they learn to understand risks associated with social media and online gaming.

Leaders have established a strong culture of safeguarding. They make sure that pupils are kept safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have developed thorough and effective approaches to assessment in the core subjects.

However, this is not yet the case in the foundation subjects. In these subjects, teachers cannot fully check what pupils know and understand and what they need to learn next. Leaders should ensure that effective approaches to checking pupils' knowledge and understanding are in place in all foundation subjects so that teachers can identify exactly what pupils must learn and do to know and remember more.