Poplars Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy attending Poplars Community Primary School.

They appreciate the improvements in the school and the increasing sense of community these have brought. After a period of change, pupils are happy and settled. They are ready and able to learn well.

Pupils know the clear expectations in place and respond positively to these. Pupils recognise the value of learning. However, gaps in their knowledge from the previously weaker curriculum mean some pupils are not able to access the high-quality curriculum that the school is working hard to put in place.

The school rules to be 'ready, respectful and safe' are lived out by pupils. They understand why it is im...portant to treat everyone fairly. Pupils behave well.

They value the rewards they receive for their conduct, their learning and for reading regularly.

Pupils are proud of the responsibilities they hold. These include being 'core value ambassadors' and play leaders.

Pupils develop confidence and independence through these leadership positions. Pupils thrive on the opportunity to participate in a range of extra-curricular activities. These ensure they get a rich range of experiences that nurture and develop their wider interests, as well as complement and enrich what they have been learning.

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

Poplars Community Primary School is an improving school. The new school leadership team is working at pace to bring about the changes needed to set pupils up for success. While this work is ongoing, these changes are considered and ambitious.

Reading has rightly been prioritised across the whole school. Trained staff teach reading in a structured way across all year groups. This is monitored carefully by leaders.

The books pupils read contain the sounds they know and need to practise. Teachers read to pupils daily, so pupils are exposed to high-quality texts and rich vocabulary. However, due to past weaknesses, a significant number of older pupils are not able to read fluently.

The school makes sure these pupils receive intensive daily reading support. This is having an impact. However, some pupils remain significantly behind in what they know.

Consequently, too many pupils leave the school lacking the reading ability they need for their future learning.

In some subjects, the curriculum has been recently revised and now sets out the knowledge that pupils should learn. Pupils have not had the chance to learn the planned content yet.

This means their learning of key knowledge and skills is not consistently strong across different subjects. Furthermore, previous weaknesses in curriculum provision mean some pupils have gaps in their knowledge.

Clear systems to identify and support pupils with special educational needs and/or disabilities (SEND) are in place.

Teachers make necessary adaptations to planning to help pupils with SEND to access and enjoy their learning. Trained staff use precise plans to support pupils with SEND. This means they can access an appropriate curriculum successfully alongside their peers.

Staff in early years know the children well and support them to develop new skills. A well-planned curriculum is taught from which children are immersed in learning. The learning environment is well resourced, and effective activities are planned to ensure the curriculum is delivered effectively.

As a result, children achieve well and are being prepared for Year 1.

School leaders have implemented a clear behaviour policy. Staff use a consistent approach to managing behaviour across the school.

This is working well. Expectations are high, and pupils meet these. Pupils thrive on the praise and rewards they receive for behaving well, which ensures that learning proceeds without disruption.

The school places a strong emphasis on fostering pupils' wider personal development. Pupils learn how to keep themselves physically and mentally healthy, and they learn how to stay safe online.

Leaders recognise the importance of rich experiences beyond the academic.

They have identified the opportunities they want pupils to experience at Poplars. These include visits, a careers event, and trips to places of worship. A range of additional experiences such as rock climbing is provided.

Pupils thrive on the opportunity to take part in trust-wide competitions.

School leaders and governors have the necessary expertise to drive further development. Their actions are having a positive impact on pupils' experiences at the school.

However, there is more work to do so that all pupils benefit from a good quality of education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A significant proportion of older pupils lack the required knowledge and understanding they need to read fluently.

This means that they are not equipped to fully access new concepts and ideas in class. Leaders should ensure that pupils are supported to catch up quickly in reading so they are able to access the full curriculum and achieve well throughout all subject areas. In some subjects, the curriculum has been revised.

Consequently, pupils have not had enough time to learn the intended knowledge and skills. The school needs to ensure that the wider curriculum is implemented consistently over time across all subjects. This will ensure that pupils securely learn the knowledge and skills they need.

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