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Salterlee Primary School continues to be a good school.
The headteacher of this school is Lucy Harper. This school is part of the Polaris Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Steve Evans, and overseen by a board of trustees, chaired by Duncan Brundell.
What is it like to attend this school?
Leaders and teachers have high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Teachers plan lessons that encourage pupils to contribute well. Pupils say that teachers make learning fun.
Pupils enjoy coming to school ...and learning with their friends. They are polite, respectful and friendly to each other and to adults. Pupils always have someone who will play with them at lunch or breaktimes.
Pupils make many positive contributions to school life. For example, school councillors organised the 'Monster Ball' at Halloween. Older pupils who are play leaders and reading buddies help younger pupils to settle well at school.
There is a strong sense of community in school.
Pupils behave well. The school is a calm and orderly environment, and it is well looked after.
Bullying is very rare. The school does not tolerate it. Pupils know that, if they are worried, there are staff who will help them.
They have great trust in staff.
The headteacher and staff are highly respected by parents, carers and pupils. Most parents appreciate the work that the school is doing for their children.
Parents know that their children are safe in school and well cared for.
What does the school do well and what does it need to do better?
The school has a well-organised curriculum. The curriculum develops pupils' knowledge and expertise across a broad range of subjects, and it is carefully sequenced from early years to Year 6.
Disadvantaged pupils and those with SEND benefit from following the same curriculum as their peers.
The mathematics curriculum has been adapted to ensure that all pupils in the mixed-age classes learn well. Teachers use strategies to help pupils to remember important knowledge and become fluent in number and other areas of mathematics.
Teachers check pupils' understanding regularly in class to make sure misconceptions are resolved quickly. Suitable adaptations are made to the curriculum to meet the needs of pupils, including those with SEND.
The new curriculum in history is being taught effectively.
Teachers use assessment to identify gaps in pupils' learning, ensuring that these are addressed before moving on. Pupils can explain how historical periods link together. They make comparisons between the Maya and Egyptian civilisations.
However, in some areas, the curriculum does not meet the needs of pupils in foundation subjects in mixed-age classes as well as in core subjects.
Well-trained staff teach phonics very effectively across the school. Pupils learn new sounds quickly.
Books are well matched to the sounds being learned. Those who find phonics and reading more difficult get the support they need to catch up. Pupils enjoy reading.
Teachers clear up misconceptions quickly. They give pupils many opportunities to use their phonics knowledge to spell words accurately and develop good writing skills. The school encourages parents to make a positive contribution to pupils' reading.
Older pupils enjoy reading and developing their comprehension skills. There are 'reading for pleasure' sessions where pupils bring books from home or choose books from their class library. Pupils are very pleased that the school library has been re-opened and that many new books have been purchased.
They enjoy using an online reading scheme to check their understanding of what they are reading.
Children in Reception cooperate well together. Staff plan the curriculum and associated learning activities to develop children's communication skills and independence.
Children enjoy being able to choose books to discuss with adults at the start of the day. Staff give children good opportunities to describe what they see in books and ask good questions to develop vocabulary. There are many opportunities for children to develop their counting skills and to work well together.
Pupils have a good sense of fairness and believe that people should be treated equally. They enjoy the wide range of clubs and activities available to them. They say, for example, 'Lots of pupils attend.'
Pupils strive to achieve the 'MIRROR' rewards in assembly for being motivated and showing integrity and other positive character traits expected of them.
Staff are proud to be members of the school. Leaders have planned changes strategically to take account of staff workload.
Staff say the trust is easing workload by supporting curriculum change and providing joint training to share ideas and expertise.
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 small number of foundation subjects, the curriculum does not meet the needs of some pupils in mixed-age classes as well as in core subjects.
This means that the understanding of some pupils is not developed as much as it could be. The school should work with staff to better meet the needs of pupils in foundation subjects in mixed-age classes.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good in September 2018.
