Salford Priors CofE Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is a small school which sits at the heart of this rural community. Pupils are proud of their school and would highly recommend it. Relationships between pupils and staff are warm and positive.

Pupils know who to talk to if they are worried. As a result, pupils feel safe in the school's nurturing environment.

The school has high expectations of what pupils can achieve.

The curriculum is ambitious for all, including pupils with special educational needs and/or disabilities (SEND). Carefully tailored support and a well-delivered curriculum ensure that most pupils are achieving well. As a result, outcomes are improving.

Pupils typically behave well ...in lessons and around the school. Older pupils act as excellent role models for younger pupils around school. A rich range of wider opportunities enhance and further the curriculum.

Pupils benefit from the different extra-curricular clubs and trips. These are thoughtfully planned alongside the curriculum and mean that pupils broaden their horizons. The sporting offer for all pupils is a particular strength.

Pupils eagerly take on leadership roles to ensure they play an active part in the life of the school. Pupils develop their confidence and leadership skills in these valued roles.

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

The school's curriculum, underpinned by the school's vision of 'rooted, growing, thriving,' carefully orders the important knowledge to be taught in each subject.

The curriculum builds pupils' learning progressively from the start of the early years to the end of Year 6.

In lessons, staff explain key information clearly and revisit prior learning with pupils. There is a focus on the key vocabulary pupils need to know.

Staff check pupils' understanding carefully and address any misconceptions. This helps pupils to retain important knowledge and make the progress they should. In subjects such as mathematics and English, pupils remember essential information well.

However, in some subjects, the curriculum is relatively new and pupils have gaps in their knowledge.

Pupils begin learning to read as soon as they start at school. Trained staff deliver the phonics programme well.

Pupils read books matched to their stage in learning. This helps to build their confidence and develop their reading fluency. The school regularly checks how well pupils are progressing with their reading.

Any pupil at risk of falling behind is supported to keep up with their peers. Older pupils are passionate about reading. They talk confidently about their reading choices.

Children in the early years make a strong start. Routines and behaviours are established quickly. Children benefit from planned adult activities and child-led opportunities to further their learning.

A well-resourced environment provides lots of chances for independent learning. Adults check children's progress regularly to ensure children achieve well.

Staff have invested time to understand the strengths and specific needs of pupils in the school.

Advice from professionals is used to support pupils with SEND well. Adaptations to tasks and additional resources help pupils complete the work set. Pupils with complex needs receive bespoke support.

Staff care about pupils and help them to succeed. As a result, most pupils with SEND achieve well.

The school has high expectations of pupils' behaviour.

Classrooms are typically calm and productive places. Pupils' attitudes to their learning are positive. They are attentive and eager to share their thoughts about their learning.

Most pupils move calmly around the school. While most pupils behave well, some pupils find it hard to meet the school's expectations of behaviour. This has a negative impact on their learning.

The school monitors pupils' attendance carefully. It works closely with individual families to identify reasons for the low attendance rates of some pupils. It takes swift and effective action to provide support for these pupils and their families.

As a result, pupils' rates of attendance are improving.

A range of opportunities is offered to pupils to support their personal development, for example after-school clubs such as choir, recorders and multi-sports. Pupils are taught how to live healthy lifestyles and how to stay safe.

They are taught about faiths and beliefs that are different to their own. This helps them to develop their respect for and mutual understanding of others.

There is a strong sense of teamwork at the school.

Staff are proud to work here. They appreciate leaders' consideration of their well-being and workload when new initiatives are introduced, as well as the commitment to their ongoing professional learning.

Governors and trust members are regular visitors to school and have a firm understanding of its effectiveness.

The recent appointment of the new headteacher and support from trust members have helped the school to make rapid progress. This is appreciated by both staff and parents and carers.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, changes in curriculum content are relatively recent. Staff are still addressing gaps in pupils' knowledge and coverage from the previous curriculum. The school should ensure that the new curriculum is embedded so that pupils learn the intended knowledge in each subject consistently well.

• A small number of pupils find it hard to meet the school's expectations around behaviour. This results in them missing key learning. The school should continue to work with all pupils to help them meet the expectations of the behaviour policy, amending their strategies as needed if they are not proving to be effective.

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