Saxmundham Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Saxmundham Primary school feel happy and safe. Pupils are proud of their school values. They are respectful and kind to each other.

Pupils know the school rules and consequences for poor behaviour. Pupils like the fair use of these rules. The school understands that many pupils and their families face wider challenges in everyday life.

Leaders are quick to support pupils if they need extra help. They make sure that learning in mathematics and English is prioritised so that pupils achieve well.

Pupils know who to talk to if they have a worry or concern.

Well trained adults support pupils' emotional well-being. Pupils learn how to stay safe o...nline and keep themselves mentally and physically well. Pupils appreciate the encouragement from teachers when they take part in sporting activities.

Pupils learn to be kind and helpful citizens. Pupils act as a 'buddy' for younger children. Pupils take their responsibilities seriously.

They are proud of their involvement in the community newsletter and fund-raising events. Pupils enjoy a wide range of trips that broaden their horizons.

Pupils with special educational needs and/or disabilities (SEND) take part in all aspects of school life and work well alongside their peers.

Pupils like the range of clubs available that extend their sporting interests.

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

By the end of Year 6 pupils are well-prepared for secondary school. They achieve in line with others nationally in English and mathematics.

Leaders take decisive and effective approaches to support disadvantaged pupils to achieve well. They are determined that every child will become a fluent reader. Enjoying stories and learning to read is a priority from the moment children join the school.

The school is ambitious for the pupils with SEND that attend the school. This means all pupils access learning across the broad and ambitious curriculum that is set out.

The school has a systematic approach to teaching phonics that begins in Reception.

Lessons are taught by well trained staff. Children learn and remember new sounds with confidence. Pupils practise reading daily.

Pupils who are at risk of falling behind are identified quickly. They have extra practise and support to help them catch up well. The school make sure that reading books are matched to the sounds and words that pupils already know.

This helps pupils read accurately and fluently. Pupils develop a love of reading. They are motivated to read a lot because leaders purchase books that harness their interests.

Pupils are keen to learn and do well. They like the practical activities and experiences that complement learning, such as visits to a castle and the local library. In some subjects, pupils are not supported to revisit prior learning before moving on to the next unit of work.

This means that pupils tend to remember the activity rather than the key information they will need to integrate into new learning. There are some lessons where pupils understanding is not checked carefully by staff. When this happens, pupils move on to new learning before they are ready.

Children in the early years enjoy a range of activities that helps their learning. New children settle quickly. Adults help children to become independent, for example showing them how to put on their apron ready for painting.

They introduce new words and model correct sentence structure. This helps develop good communication and language skills. Children develop friendships and play together well.

Adults guide them to take turns and respect each other. Children learn about nature and are excited by the caterpillars they rear in class. They join in singing and counting rhymes.

There are some instances when Reception children are asked to try new activities which they do not understand. This is because planned activities rely on knowledge and skills that children have not yet learned.

Attendance is high priority for leaders.

Attendance rates are checked routinely. The school contacts families as soon as pupil attendance drops below 98%. Tailored support for pupils with low attendance rates and persistent absenteeism is effective and leads to improvement in pupils' attendance.

The school supports pupils' personal development well through the curriculum. Trips and visits to places beyond the local community broaden pupils' horizons. Pupils develop economic understanding.

They develop confidence and character by applying for roles on the school council or to be a prefect. Pupils show sensitivity, understanding and respect for different views and beliefs.

Leaders know the school well.

Strategic decisions are pertinent and improve the school further. Staff appreciate the training they have and feel well supported by leaders.

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, pupils are not supported to revisit prior learning and their understanding is not always checked before new knowledge is introduced. This means that some pupils do not remember key knowledge they have been taught previously. The school should ensure pupils understanding is checked as well as it is in English and mathematics and that pupils have sufficient time to revisit prior learning before moving on to new concepts.

In the early years, there are times when Reception children are asked to try new activities that they do not understand. This is because activity choices take the focus away from the intended learning and rely on knowledge and skills children have not yet learned. Leaders must ensure that the curriculum builds on what children already know and can do, towards cumulatively sufficient knowledge that enables children to access new learning.