Sawley Infant and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

At this school, pupils secure a solid start to their early education. Their needs are nurtured at this inclusive school. Parents and carers speak fondly of how their child is supported.

As one parent, typical of many, commented, 'I cannot praise this school enough. I am proud that my child goes here.'

Pupils are polite, supportive and caring of each other.

Those who attend the school's 'Sunshine Room' develop their social and emotional needs. The school ensures that every pupil is ready to learn and succeed by addressing any barriers to learning they may face.

The school's superhero rules of 'ready, respectful and resilient' are more than just a cod...e of conduct.

They are attitudes and behaviours that help pupils to understand how to conduct themselves in wider society. For example, the 'ready' element helps children to understand how to be safe in and out of school.'

Sparkle and shine,' the school's motto, is used to celebrate pupils' achievements.

This may be through celebration assemblies or receiving 'power up' rewards that are shared with parents. Pupils rise to these high expectations in behaviour. They know that the 'recharge' will help them to reflect and regulate their emotions.

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

There is a clear ambition for every pupil to have a secure start to their education. For pupils with special educational needs and/or disabilities (SEND), this ambition is equally high. The school ensures that it understands the holistic needs of each pupil so that the curriculum is tailored to their needs.

For some pupils, this may focus on closing gaps in early emotional and social development.

The curriculum is ordered logically. It considers what pupils should know and remember.

In mathematics, teachers deliver the curriculum well. Pupils with SEND are supported by adaptations to equipment and teaching that help break the knowledge down into smaller steps. However, this is not consistent in all curriculum areas.

The school has not yet systematically ensured that all subjects are well implemented. In some subjects, staff subject expertise is not as well developed as it is in others.

Children in Nursery are supported to learn new vocabulary through songs, rhymes and, where needed, through forms of sign language.

Children join in enthusiastically with familiar stories. For example, many children in the chorus joined in with the speech for the characters in the story of 'Owl Babies'. Leaders continue to ensure that children in Reception have equally meaningful opportunities to learn through independent activities.

Most pupils learn to read well. They use the knowledge they learn in their reading lessons to sound out words independently. Pupils with SEND have additional, precise support to help them to learn to read in smaller, manageable chunks.

The school continues to ensure that all staff have the right expertise needed to deliver the early reading programme.

Pupils in the school's 'Rainbow' provision are provided with a curriculum that is broken down into precise steps of knowledge. For example, during a dance lesson in the school hall, adults supported pupils to copy movements in their own space and time.

Building secure relationships with families is at the heart of the school's ethos. This helps to ensure that any barriers to attendance and punctuality are quickly identified. Where needed, the school ensures that support from external agencies is put in place to help pupils and their families to develop positive attitudes towards education.

The personal development offer links closely to the school's curriculum. Children in the early years enjoy local walks as they learn about their community. Older pupils enjoy clubs that are linked to their interests.

Pupils enjoy performing in school productions. They learn about British values through the 'High five values' song. Although pupils demonstrate attitudes of respect and tolerance, their understanding of different groups is not as well developed.

All staff are proud to work at this school. They feel well supported and appreciate the training and professional development they receive.

The trust has a secure understanding of the school's strengths and next steps.

Trustees and governors make regular checks on the school's work.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Systems and checks on how well the curriculum is implemented, including in the early years, are not fully established.

This does not support the school in adapting and amending the curriculum to ensure that all pupils are knowing and recalling more over time in all subject areas. The school must ensure that checks on the implementation of the whole curriculum are made. It must ensure that staff have the knowledge and expertise to implement the entire school curriculum as intended.

• Pupils' understanding of different groups in society is not fully developed. This does not prepare them well for life in modern Britain. The school must ensure that pupils have a meaningful understanding of diversity so that they are well prepared for life in contemporary society.

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