Reydon Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy learning and are happy at this welcoming school. They are looked after well by caring staff.

Pupils are placed at the heart of this school. Relationships are strong, and the school has a family ethos.

Pupils behave well.

They are polite and courteous. The school is calm and purposeful. Pupils are motivated by the school's reward system, especially when their name is recorded on the 'high recognition board'.

Many pupils have posts of responsibility, such as those of eco-committee members, junior road safety group member, digital leaders and school council representatives. Pupils are rightly proud to belong to their school.

Pupils... are safe in this school.

The school environment is secure. Pupils are confident that there is always an adult to help them should they have any concerns.

The school has high expectations for what pupils can achieve.

Pupils, including children in early years, are curious and stimulated by interesting curriculum activities. Pupils are keen to learn. Pupils share their learning across the curriculum with parents and carers on the well-supported 'parent share' days.

Most pupils, including pupils with special educational needs and/or disabilities (SEND), learn well.

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

After a period of turbulence, there is now stable and effective leadership at this school. The trust and the local governing body check systematically that school leaders' actions bring about the desired impact on pupils' learning, behaviour or welfare.

The school has improved in many aspects.

The school keeps the curriculum under constant review to ensure that it provides the highest expectations for what pupils can achieve. Leaders check that curriculum planning shows how pupils' learning builds step by step.

In a few subjects, the curriculum has not yet been fully reviewed. In these subjects, teachers are not clear enough about what should be taught and when. Teachers do not build as effectively on what pupils already know and can do in these subjects as they do in many others.

This means that pupils' learning in these subjects is not as secure as leaders would like.

The school has an effective early reading curriculum. Pupils learn phonics well, right from the start of early years.

This is because the reading curriculum is clearly planned. Teachers deliver it well. They ensure that pupils revisit previous learning, so that pupils are confident to move on.

Staff check pupils' learning carefully. Any pupil who falls behind with their reading gets the support they need to catch up. Pupils practise their reading skills with books that are closely matched to their ability.

Most pupils learn to read fluently by the time they reach the end of Year 1.

In most subjects, staff present information to pupils clearly and check that pupils understand and remember the curriculum. Teachers check pupils' learning to identify and correct misconceptions.

This is well developed in the areas of the curriculum that have been fully reviewed. Pupils' learning is secure in these areas.

The school supports pupils with SEND effectively.

Staff identify pupils who need extra support, starting in early years. Teachers tailor support precisely to help pupils overcome barriers to learning. As a result, most pupils with SEND are learning well.

Pupils respond positively to the school's new behaviour policy. Staff support pupils effectively to manage their own behaviour. Pupils learn how to cooperate with others.

This starts in early years as children take turns and work well together. Pupils' good behaviour is supported by a positive rewards system. The school promotes harmony, and there are decreasing instances of undesirable behaviour across the school.

Pupils learn about other cultures and faiths. They are tolerant of any differences and respect others' opinions. Regardless of a member of the school community's background, pupils treat them fairly.

The school promotes pupils' wider talents and interests through trips and visits, including to historical sites such as castles, theatres, sporting venues and places of worship. Carefully planned extra-curricular opportunities contribute well to pupils' wider learning.

The school keeps a close focus on pupils' attendance.

Leaders analyse precisely the causes of absence. They work with parents to promote high attendance. This has reduced absence.

Fewer pupils miss school regularly.

The school provides regular training opportunities to help staff to be effective in their roles. Leaders take workload into account when planning improvements.

Staff morale is positive. Consequently, pupils benefit from a cohesive and well-trained teaching staff.

The school promotes working in partnership with parents well in a variety of ways.

While a minority of parents would like to see improved communication, most have a positive view of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the knowledge that pupils should learn and when they should learn it have not been precisely identified.

This means that in these subjects, teachers do not make sure that pupils' new learning builds on what they already know. Pupils do not learn well enough in these subjects. The school should ensure that in all subjects, the important knowledge that pupils should learn and the order in which it is taught are clearly set out, so that pupils learn consistently well across the curriculum.