Renhold VC Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at school.

Kindness underpins the strong relationships that they build with their peers and staff. Pupils are sensitive to the needs of others. They notice when others need help and willingly offer support.

Lunch and playtimes are pleasant events in the day. Pupils play well together on the playground. When friends fall out, they are well equipped to find positive solutions.

The school has made many improvements to the curriculum. Pupils are benefiting from this work. Overall, they learn the curriculum well, including in reading, writing and mathematics.

Pupils achieve the high expectations the school now has in place.

Pupil...s know that learning is important. During lessons, they are inquisitive and typically focus on their studies.

Pupils show the school's value of perseverance when facing tricky tasks in lessons. Children in the early years have fun learning and playing together. They enthusiastically investigate the learning activities the school provides.

In group discussions, they listen to others and make useful contributions.

Pupils are prepared for life after primary school. They are aware of the risks that young people face at home, in the community and online.

Pupils know how to keep themselves safe and what to do if they have concerns.

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

As a result of the improvements made since the previous inspection, pupils now study an ambitious curriculum across all subjects. The school's curriculum is well organised so that pupils, and children in the early years, build what they know over time.

The school ensures that teachers have the skills to catch when pupils forget or misunderstand something. They can then provide timely support when it is needed. As a result, pupils remember much of what they have studied.

However, the school does not routinely recognise when pupils have forgotten knowledge over time. This leads to gaps in their knowledge, and they do not recall important aspects of the curriculum.

Reading is a high priority at the school.

Children in the early years develop their use of language and phonics. They are well prepared to learn how to read. Staff systematically follow the school's approach to early reading.

They provide effective support for pupils that find reading difficult, so that they do not fall behind. Most pupils read fluently by the end of key stage 1. Pupils enjoy reading and listening to staff read the high-quality texts from the school's book collection.

The school has effective approaches to supporting pupils with special educational needs and/or disabilities (SEND). When pupils need extra support, the school swiftly identifies what they need. Working with external agencies, the school provides guidance for staff about how best to support these pupils.

Staff follow the guidance and design learning activities that typically enable pupils with SEND to learn the curriculum well.

Pupils understand the new behaviour policy that was introduced in September. They show the school's values and appreciate the rewards that they receive for their good conduct.

Children in the early years understand the school's expectations of their behaviour. They play well together, take turns and share play equipment. The school provides effective support for pupils who find it hard to manage their emotions and behaviour.

Attendance has a high profile at the school. Most pupils attend regularly. The school works with external agencies and parents and carers to find solutions when pupils find it hard to go to school.

However, the school has not ensured that some disadvantaged pupils attend school regularly. As a result, some disadvantaged pupils do not maintain regular attendance.

The school ensures that pupils learn about controversial social issues.

Pupils listen sensitively to the views of others. They respect others' beliefs while holding onto their own. They are well prepared to live alongside the diverse lifestyles and beliefs found in modern Britain.

The school and governors have built strong relationships with parents and staff. Parents are very positive about the school. Staff appreciate the way the school helps them maintain a reasonable workload.

For example, the school makes sure that staff get sufficient time for professional development so that it does not add to their workloads.

Governors, with the support of the local authority, carry out their duties effectively. They have navigated the school through a time of staff change.

Governors have an accurate understanding of the school's strengths and areas that need improvement. They track the progress of the school development plan and hold leaders to account for the quality of the school's provision.

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 does not ensure that staff routinely catch when pupils forget or misunderstand something that was previously taught. As a result, pupils forget key knowledge. The school should ensure that staff check what pupils know and remember in the long term and provide any necessary support.

• The support for disadvantaged pupils who find it hard to attend regularly is not fully successful. This means that some disadvantaged pupils do not attend school as often as they should. The school must devise support that ensures that disadvantaged pupils attend school regularly.