Rudheath Primary Academy and Nursery

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their learning and achieve well at Rudheath Primary Academy and Nursery.

This is because the school has high expectations of pupils and gives them the support that they need to be successful. Pupils feel safe and secure as part of the 'school family' because they know that the adults care deeply about their well-being, as well as their academic achievement.

Pupils live out the school values of kindness, respect, responsibility, resilience and enthusiasm.

They look out for each other and know who they can turn to with any problems. Pupils behave well most of the time. Pupils who need it receive well-considered support from the school to understand... their emotions.

Pupils learn to understand the impact of their actions on others. When any instances of bullying are reported, the school takes swift action. Pupils say that any concerns they share with the school are taken seriously.

Pupils benefit from a wide range of activities beyond the classroom. For example, during regular outdoor learning sessions, they learn to take risks, communicate with others, and solve problems effectively.

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

The school has a clear vision for pupils, including those with special needs and/or disabilities (SEND), to reach the best possible outcomes.

The curriculum, in all subjects, supports pupils to build new knowledge well. Staff make regular checks on pupils' understanding. They use this information to base further learning on what pupils already know.

That said, the curriculum in some subjects has been introduced more recently than others. Where this is the case, teachers do not have the same strength in subject knowledge and skills as they do where the curriculum is further embedded. Consequently, at times, pupils do not learn as well as they could.

The school and the trust make sure that staff receive the professional development that they need. A growing number of subject leaders are subject experts. They share their expertise across the staff team effectively.

This enables the curriculum to evolve to meet pupils' needs.

The school identifies the needs of pupils with SEND very well. There are well-thought-out strategies in place that enable pupils to learn the full curriculum.

Many parents and carers feel positive about the provision for pupils with SEND.

Reading is a priority for the school. Social times are abuzz with pupils discussing their favourite books and recommending them to others.

Pupils start to learn the sounds that letters make as soon as they join the Nursery Year. They know why reading is important. Pupils develop into confident and fluent readers because staff have a secure understanding of the school's approach to teaching reading.

For example, staff make sure that pupils take home reading books that contain the sounds that they know. The school keeps a close eye on pupils' progress and gives additional help to those who need it.Children begin to build their thirst for learning in the early years.

Staff have a secure understanding of how young children learn and they use this knowledge to prioritise children's communication and language development. The school ensures that the well-designed environment enables children to have purposeful interactions with adults and each other in all areas of learning. Children learn to make decisions, take turns and have an active voice in their learning.

This gives children the skills that they need to learn with independence.

There is an effective provision to strengthen pupils' wider development. Through activities such as visiting London, pupils learn about how different people live, as well as the fundamental British values.

Many pupils hold roles of responsibility. They take these roles seriously and feel that their input is valued by leaders. For example, mental health ambassadors support other pupils with 'calm down' strategies.

As a result, pupils leave the school well prepared to be active participants in their communities.

The school works closely with parents to overcome successfully any barriers to pupils attending as often as they should. As a result, pupils typically attend well.

The trust and governors provide effective support and challenge for the school. They make regular checks on how pupils are kept safe, as well as the quality of education that they receive. The trust also makes sure that leadership decisions take staff well-being into account.

Consequently, staff feel valued and understand how decisions about improvements are carefully considered alongside the impact on their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Developments to some parts of the curriculum are recent.

Where this is the case, teachers do not have the same strength in subject knowledge and skills as they do where the curriculum is further embedded. At times, pupils do not learn as well as they could. The school should ensure that all subjects are taught to the same standard as the most embedded.

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