Regis Manor Primary School

Highlights from Latest Inspection

Outcome

Regis Manor Primary School continues to be a good school.

What is it like to attend this school?

Pupils flourish in this diverse and inclusive school.

Staff model the school's values consistently, so pupils know what they mean. Pupils are happy, polite and friendly. Everyone understands the rules, 'respectful, motivated, proud and safe'.

Pupils follow these well. Disruptive behaviour or bullying is not commonplace. Pupils have the utmost confidence that staff will help them quickly to resolve any problems.

Pupils feel safe and well looked after.

Leaders have high standards across all aspects of school life. There is a palpable sense of care and pride.
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This is manifested in the well maintained, organised and attractive school environment which is valued by all. Children in early years get off to a great start. They are settled and confident.

Trust leaders, governors and staff are ambitious for all pupils, including for those who have special educational needs and/or disabilities (SEND). Leaders provide a wealth of opportunities for pupils to develop as well-rounded individuals. For instance, learning social skills at 'Lunch Bunch' by playing games or making crafts, raising money for charity or singing at the O2 Arena.

Overall, parents are very positive about what the school offers. Many describe it as a place where their children 'thrive, learn and have fun', as one parent commented.

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

Leaders provide staff with strong direction and guidance, including for teachers who are new to the profession.

Leaders know exactly what improvements are needed because of effective communication and clear reporting processes. To this end, leaders have introduced a new behaviour system. This is understood well by all and proving successful.

Incidents of poor behaviour have reduced. Leaders have introduced bespoke and well-considered strategies for pupils who need help to regulate their behaviour. Classrooms are calm, where pupils enjoy their learning and want to do well.

Likewise, improvements in the teaching of mathematics are making a demonstrable difference. This curriculum is carefully designed and implemented consistently well. Younger children get a solid grounding in number and shape.

For instance, nursery children use their knowledge of mathematical vocabulary to make dinosaur pictures using triangles, circles and semicircles. Staff give suitable attention to pupils' accuracy and fluency in mathematics. Teachers check pupils' understanding precisely and misconceptions are identified swiftly.

As a result, pupils enjoy this subject and their mathematical knowledge is improving.

Leaders prioritise reading. Pupils get off to a strong start when learning to read.

Formal phonics teaching starts as soon as children join Reception. Staff are trained well. They deliver the school's phonics programme effectively.

Staff keep a watchful eye on how pupils are getting on. They provide appropriate support for those pupils who need to catch up. To encourage pupils to read widely and often, leaders have introduced a new reading approach with dedicated time in the school day.

Leaders have considered the texts teachers share with pupils carefully. This ensures that pupils experience a rich and diverse range of literature and language.

Pupils study an engaging and interesting curriculum.

Pupils with SEND are skilfully supported by adults. Many of these pupils are making impressive leaps from their starting points. From Reception to Year 6, leaders have carefully considered the essential knowledge and skills they want pupils to learn in most subjects.

However, leaders accept that there is work to do to make sure that pupils' learning is logically sequenced and builds on what they already know. In addition, the end points that leaders want pupils to achieve are not clear enough in some subjects. Consequently, pupils do not learn as well as they could.

Leaders' promotion of pupils' wider development is a strength. Pupils can take part in an impressive array of clubs and trips. They understand, respect and appreciate each other's differences.

A Year 3 pupil confidently explained the concept of discrimination to the inspector and said that, 'our school is a place where the whole world comes together and everyone accepts each other.'

Some subject leaders are new to their roles. This means that the oversight of some subjects is not as strong as it could be.

Nevertheless, senior leaders support subject leaders well to understand their responsibilities. There is a strong culture of mutual support, collaboration and teamwork among the staff. Staff say that leaders listen to their views and are considerate of their workload and well-being.

They are grateful for the opportunities they have to develop their practice. Staff appreciate the recent improvements to managing behaviour, saying that, 'a uniform approach has been invaluable.' Staff rightly feel proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

There is a culture of vigilance and care. There are robust systems in place to keep pupils safe.

The designated safeguarding leads are knowledgeable. They work together effectively. They make sure that staff are trained well in safeguarding matters.

This means staff know how to report and manage any concerns they may have.

Leaders make the required statutory checks on all adults who work at or visit the school. Records are maintained meticulously.

Leaders are aware of the risks to pupils online and make sure pupils have the information they need to help them stay safe when using the internet.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum in some subjects is not sequenced as well as it could be. In addition, leaders have not identified the end points they want pupils to achieve clearly enough.

Consequently, pupils do not learn as well as they could in these subjects. Leaders should ensure that the school's curriculum in all subjects enables pupils to successfully build on what they know so that they are able to know more and remember more over time. ? Some subject leaders are new to their roles.

They do not yet have a clear enough oversight of their subject. Leaders need to ensure that subject leaders are well trained so they can lead and monitor their areas of responsibility effectively.

Background

When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in March 2018.