Rushcombe First School

Highlights from Latest Inspection

What is it like to attend this school? '

This is an exceptional school with the utmost emphasis placed on the child's need and education' is a view shared by many parents and shows what it is like to be a pupil at Rushcombe. Pupils flourish at this school and are proud to be part of it.

Staff create an atmosphere which is calm and productive. They have high expectations of all pupils and as a result, pupils achieve extremely well.

Pupils' behaviour is exemplary.

They fully understand the school's ethos and values. Pupils are supportive and caring of each other during lessons and social times. Bullying is extremely rare.

If it does happen, pupils say adults sort it out quickly.

Sta...ff expect all pupils to be responsible, respectful and active members of the school who contribute positively to it. Talk together time encourages every pupil to have a voice.

This builds their confidence and self-esteem. The school offers pupils a wide range of clubs, from sports to gardening and drama. These are fully inclusive and well attended by pupils.

Staff offer excellent pastoral support to pupils and their families. This ensures pupils feel happy and safe in school and are ready to learn.

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

Leaders have designed a rich, inclusive and ambitious curriculum that has the pupils' needs at its heart.

The quality of pupils' work is consistently of a high standard across the curriculum. Pupils can talk about their learning in depth and remember content from previous years. They can make links between learning in different subjects, such as history and geography.

Teachers are meticulous in curriculum planning. This ensures that pupils learn and remember the right content at the right time. Pupils identified with special educational needs and/or disabilities enjoy the same curriculum as their peers.

These pupils achieve extremely well. Teachers constantly check what pupils have learned to ensure they are not at risk of falling behind. Pupils' achievement across the curriculum is outstanding.

Pupils learn to read as soon as possible. Children learn phonics from the start. They benefit from highly effective phonics teaching in the early years and across the school.

Reading books precisely match the sounds that pupils know. Staff are highly skilled in the teaching of reading. This means they are quick to spot any pupils at risk of falling behind and provide the support they need to keep up.

Story time takes place every day. Pupils say teachers are enthusiastic and bring the stories alive through their use of voice. Pupils can talk about their favourite books and authors.

High-quality books are everywhere in school and are easily accessible. Leaders promote a love of reading. For example, pupils listen to audio picture stories while eating their lunch.

Pupils enjoy these stories which further develop their love of reading.

Pupils' wider personal development is integral to the school's work. The curriculum for personal, social and health education is planned and sequenced with care.

Pupils build knowledge of how to keep themselves healthy and lead safe, active lives. They show their deep understanding of different cultures, faiths, types of families and relationships. Pupils experience philosophy questions that are planned throughout the curriculum.

This enables them to reflect and expand their thinking and value other beliefs and opinions that may be different to their own. Through their personal development, pupils, including children in the early years, are taught to respect each other, to listen and to be listened to.

Pupils are exceptionally respectful of both each other and adults.

This was seen during the inspection, where they warmly welcomed inspectors, opened doors and demonstrated impeccable manners. Pupils are positive and enthusiastic learners who embrace every opportunity the school provides. They show commitment to their education through their regular attendance and positive attitudes in lessons.

The relationship between leaders and staff is harmonious. They are united in their belief that every pupil deserves the very best quality of care and education. They are ably supported by governors who provide both support and challenge.

Parents are overwhelmingly positive about the school saying, for example, 'teachers work so hard to create exciting, relevant and interesting learning adventures that spark the children's love of learning that lasts beyond their time at Rushcombe'.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a strong culture of safeguarding with the mantra 'it could happen here'.

Staff are well trained to notice and report any signs of concern. Leaders respond swiftly to support pupils and families in need of help. They do not hesitate to escalate concerns when needed.

Leaders carry out the required checks on the suitability of staff to work with pupils.

Leaders provide a curriculum that teaches pupils to understand age-appropriate risks, including personal safety and healthy relationships. Pupils know that adults will listen to them if they have any concerns.

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