Runwell Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Runwell Primary is an inclusive school which is ambitious for all its pupils.

Pupils know the 'high five values' and understand how these can help them to make good choices.

Pupils access a broad and balanced curriculum. This is enhanced by projects that support pupils to learn about and engage in the local community.

Pupils typically achieve well.

Many pupils behave well. However, in some lessons, pupils lose focus and find it difficult to sustain concentration.

This means some pupils do not learn as well as they might. Most pupils get along well together at playtime. Pupils generally feel safe and happy.

Occasionally, though, pupi...ls are upset and feel unsettled when their peers do hurtful or unkind things.

Pupils' social and emotional needs are supported well. The inclusion team offers support and advice to pupils and their families.

Pupils' individual needs are considered and catered for. The 'zen zones' in each class provide an area for pupils to reflect and re-engage.

A range of clubs and extra-curricular opportunities are offered to pupils.

French and music clubs are particularly popular. Residential trips develop pupils' independence and resilience. School councillors and anti-bullying ambassadors are proud to play a role in school life.

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

The curriculum is ambitious for all pupils and considers the school's context. In most subjects, the school has carefully chosen, and adapted, published schemes of work to support curriculum design. Pupils' knowledge builds sequentially over time.

They talk enthusiastically about their learning. However, in some subjects, the specific knowledge pupils learn is not identified clearly enough. This means that what pupils learn does not precisely build over time.

In these subjects, pupils do not achieve as well. Some pupils talk about the activities they have completed rather than the specific knowledge they have learned.

Children make a positive start in early years.

Through both Nursery and Reception, routines and expectations are established quickly. Children respond well and engage positively in their learning. Children develop strong early learning skills.

For example, they complete regular mark-making activities and learn to form their letters correctly. Adults interact well with children to further their learning. As a result, children achieve well in early years and are well prepared for their next stage.

Reading is a priority at this school. Trained staff teach the school's chosen phonics programme effectively. Pupils practise reading using books that match their stage in learning.

Staff check how well pupils are doing and support pupils to catch up when they are not keeping up with their peers. Most pupils become confident, fluent readers. Older pupils speak positively about the books they read and the pleasure of reading.

A positive reading culture runs through the school.The school's provision for pupils with special educational needs and/or disabilities (SEND) is a strength. Staff carefully identify the needs of pupils with SEND.

They make effective adaptations to the curriculum. This supports most pupils with SEND to access the same curriculum as their peers. For pupils who need something more individual, the school's 'Bonsai' provision is well considered and supports pupils' individual needs.

These pupils access a curriculum that is just right for them.

The school is implementing a significant change in its approach to managing behaviour. The school's policy has been revised.

Staff have been trained to manage behaviour in a consistent way. There are clear rewards and sanctions in place. Pupils are encouraged to reflect on their behaviour.

However, at this time, some pupils are not able to consistently meet the behaviour expectations set by the school. The behaviour of some pupils can disrupt the learning of others. The new policy is not yet having the full impact the school would want.

The new approach is not yet fully understood by some pupils and a significant group of parents.

The approach to pupils' personal development has been thoughtfully considered. The personal, social, health, education programme is strong.

The school considers the needs of its pupils and adjusts the curriculum accordingly. Pupils learn how to keep themselves safe, including when online. They understand fundamental British values such as democracy and learn about beliefs and cultures different to their own.

Pupils are well prepared for life in modern Britain.

School leaders and governors have a clear, shared vision for the school. They have effective strategies in place to monitor the impact of changes they are making.

The school makes sure that staff workload and well-being are considered. Teachers feel valued and say there is a supportive culture.

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 has not precisely identified the key knowledge pupils should learn in some subjects. This means pupils do not learn and build on their knowledge as successfully as they might. The school should further refine its curriculum in these subjects to ensure the core knowledge pupils need to learn is clearly identified.

• The school's new behaviour policy is not yet having the desired impact. This means behaviour in class is not always conducive to learning and incidents of challenging behaviour occur too often. The school needs to continue to embed its behaviour policy to ensure it is fully understood by all stakeholders and further improves the standards of behaviour.

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