Puss Bank School and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including those who attend the resourced provision for pupils with special educational needs and /or disabilities (SEND), flourish at this large, friendly school.Most parents and carers are pleased with many aspects of the school's work.

Pupils live up to the high expectations that staff have of them. Most pupils achieve well across a range of subjects. Inspectors observed pupils, including children in the early years and the provision for two-year-olds, with happy and smiling faces, learning, playing and enjoying school.

Pupils feel safe. They are happy to discuss with staff any worries or concerns that they may have. Pupils behave well.

They look af...ter each other and have friends across different year groups. Pupils told inspectors that staff act quickly to resolve any instances of bullying.

Pupils actively contribute to the life of the school, for example as members of the school council and as eco-councillors.

They enjoy a wide range of experiences that enhance their personal development and raise their awareness of the world around them.

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

Leaders have a secure overview of the school's strengths and the refinements that are needed to develop further the quality of education that the school provides.

Working with staff, governors and trustees, leaders have designed a curriculum that is purposeful and meets the needs of pupils who attend the school, including those pupils who attend the specially resourced based provision.

Many subject curriculums are sequenced well. Subject leaders give appropriate guidance to teachers about the key knowledge that pupils must learn and the order in which this content should be delivered. However, at times, in some subjects, leaders have not clearly identified what they want pupils to know by the end of a topic.

As a result, teachers lack clarity about what pupils are working towards.

Subject leaders are suitably trained and many monitor their areas of responsibility effectively. For instance, staff have accessed subject-specific training in many subjects to ensure they have the knowledge and skills to teach subjects within the curriculum.

In some subjects, there are effective systems in place to check that pupils' learning over time is secure. However, these systems are less well developed in some other subjects in the wider curriculum. Consequently, these subject leaders do not have a secure enough overview of how well pupils are achieving in their subjects.

During lessons, teachers provide clear explanations and deal with misconceptions well. Teachers make effective use of assessment strategies to check pupils' understanding before moving them on to more complex learning. Most pupils, including those in the early years, listen well in class.

Poor behaviour rarely disrupts learning. Teachers deal effectively with pupils who are struggling to regulate their behaviour.

Within the early years, including the provision for two-year-olds, there is a clear focus on developing children's communication skills, resilience and independence.

Staff seize every opportunity to develop language and early literacy skills.

Reading is at the heart of the school's curriculum. The teaching of phonics begins as soon as children start in the Reception class.

Staff carefully match the books that pupils read to the sounds that they know. Those pupils who are struggling to read are supported well through appropriate interventions. Older pupils talk confidently about their favourite authors and the different types of books that they like to read.

Pupils with SEND, including those in the specially resourced based provision, have their needs identified quickly. Leaders work well with other agencies to ensure that these pupils get the support that they need.

Leaders have established strong links with representatives in the local community and pupils enjoy a range of exciting trips and clubs.

Pupils understand what they must do to promote their physical and mental health. They are aware of and tolerant of differences, such as families that are not the same as their own. Pupils recognise the importance of treating the environment with respect.

They are keen to help to save the planet.

Members of the local academy committee (LAC) know the school well. They challenge leaders on all aspects of their work, including their efforts to develop the quality of education for pupils.

Staff enjoy working at the school. They appreciate the way that their well-being is valued and considered by leaders. Teachers new to the profession are supported well.

Safeguarding

The arrangements for safeguarding are effective.

Staff understand that everyone is responsible for ensuring that pupils are kept safe. Staff are well trained in safeguarding.

They have a secure understanding of what they must do if they are concerned about a pupil's welfare. For example, staff are alert to subtle changes in pupils' behaviour which may indicate that they need help. Leaders and staff work well with other agencies to support pupils and families facing challenging circumstances.

Pupils are taught how to keep themselves safe. They understand the importance of not disclosing personal information or downloading apps that are not appropriate for their age. Pupils know what makes a good friend.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have, at times, not clearly identified what they want pupils to know by the end of some units of work. This means that teachers are not sufficiently clear about what pupils are working towards. Leaders should ensure that teachers are clear about what pupils should achieve so that they can design learning well.

• Leaders' systems to check on pupils' knowledge and understanding of the curriculum over time are less well developed in some foundation subjects. This means that leaders do not have an accurate view of how well pupils are learning the intended curriculum. Leaders should ensure that they have a secure understanding of how well pupils learn the curriculum over time in these subjects.