Preston Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and welcoming at this small, inclusive school. They embody the school vision to 'live life to the full'.

Pupils typically behave well. Where a small number of pupils, sometimes with complex needs, require help to regulate their behaviour, they are well supported by staff and other pupils. Pupils rarely experience bullying.

Teachers deal with bullying swiftly when it does occur.

There are lots of opportunities for pupils to take on positions of responsibility, such as becoming a democratically elected school councillor. Year 6 'buddies' enjoy their opportunities to support their 'buddy' from the Reception class.

Eco councillors are pr...oud of their work to introduce recycling bins in every classroom. Pupils have a voice in school.

Pupils learn an ambitious curriculum.

All pupils, including those with special educational needs and/or disabilities (SEND), enjoy being challenged within the curriculum and achieve well overall. They attain in line with pupils nationally by the time they leave the school.

Pupils celebrate diversity.

For example, the school has fostered links with a First Nations school in Canada and another school in Nigeria. As a result, pupils have opportunities to learn about citizenship at a global level. This broadens their horizons.

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

The school has introduced a curriculum that is broad and ambitious for all. The needs of mixed-age classes have been thoroughly considered in the development of this curriculum. Plans set out key learning in small steps over time.

Curriculum guidance enables teachers to understand what pupils need to know as they move through the school.

Pupils are excited about their learning. This starts from the early years.

Pupils make connections in their learning across a range of subjects. For example, in history, pupils learn about Ancient Egypt, while in geography, they study the water cycle and the River Nile. This supports pupils to make links across the curriculum and revisit learning in a different context.

As a result, their knowledge is deepened and they know and remember more.

Staff have strong subject knowledge. They identify gaps that pupils have in their learning and provide support to help address this.

However, at times, staff do not pick up on misunderstandings quickly enough. This can result in pupils moving on to new content before they are ready. As a result, sometimes pupils' knowledge is not as secure as it should be and teachers' identification of what pupils have learned is not accurate.

The school prioritises the reading curriculum and pupils learning to read. Pupils who require support with reading are quickly identified. Well-trained staff help these pupils to become more accurate and fluent readers.

Older pupils enjoy reading and talking about books from a range of genres, such as mystery, fantasy and adventure.

Inclusion of all pupils is a strength of the school. Pupils with SEND are supported well.

Those with complex needs benefit from the school's inclusive curriculum. They learn successfully alongside their peers. Pupils have work skilfully adapted to ensure they access the same curriculum as their peers.

It is precisely planned, so it accurately meets pupils' needs. This helps pupils with SEND to achieve well.

The school has recently introduced a new behaviour policy, which is having a positive impact.

The importance of behaviour starts in the early years, where the children know the routines in their classroom. Staff feel well supported to manage behaviours. There are a few pupils who require help to regulate their emotions due to their additional needs.

Staff have the same high expectations for how these pupils should behave and what they can achieve while making reasonable adjustments where appropriate.

The school has planned its personal, social and health education curriculum with care. Leaders seek out appropriate opportunities to enrich the experiences of pupils, for example by arranging a residential trip for them.

These experiences promote pupils' independence, resilience and well-being. The taught curriculum includes friendships, healthy relationships at an age-appropriate level, body changes and keeping healthy.

Leaders have a thorough and accurate understanding of the school's strengths and areas that require further development.

They have invested in high-quality training for staff. As a result, staff are confident they have the skills they need to deliver the curriculum.

Staff enjoy working at the school.

They feel supported and appreciated, especially regarding their well-being and workload. This has enabled the school to develop a stable workforce which is committed to ongoing improvement.

Governors know their school well.

They hold the school's leaders to account effectively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not ensured that staff consistently uses the agreed assessment systems to make effective checks on pupils' learning.

On occasions, pupils' misconceptions are not rectified in a timely manner. When this happens, these pupils are not as well prepared as they should be to learn new content. The school should ensure that staff address misconceptions quickly enough to ensure pupils achieve as well as they should.