Saxton Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this welcoming school. The Christian ethos of the school shines through all that it does.

Pupils understand the behaviour that adults expect of them. They behave well. Pupils show respect for each other and for adults.

They feel safe at the school. Staff make sure that all pupils, including those with special educational needs and/or disabilities (SEND), have a broad range of experiences to develop their character.

The school gives pupils solid foundations for their future education.

Pupils work hard in their lessons and take pride in what they do. They progress well in the mixed-age classes. Staff are experts in tailoring learning t...o meet the needs of pupils in different age groups.

Despite the challenges of this being a small school, leaders astutely use this as a strength to move the school forward. Leaders and staff have created a 'family' feel to the school. Pupils attend the school well.

The school provides support to those pupils who have struggled to attend in the past.

Pupils develop valuable life skills through a curriculum that extends beyond academic learning. Pupils are eager to take on positions of leadership such as eco warriors, librarians and worship leaders.

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

Leaders have an ambitious vision for the school. Together, with the support of the federation and the trust, they have worked relentlessly to strengthen the quality of education. The school has worked quickly to eradicate the legacy of low expectations.

The school has prioritised improvements in reading and mathematics. Pupils become fluent readers and confidently recall important number facts. In addition, pupils build a progressive set of skills through the highly effective physical education curriculum, such as agility, balance, and coordination.

Teachers make adaptations to support pupils with SEND so that they experience success in the same learning as their peers. However, in some aspects of the curriculum that are in the earlier stages of implementation, there is a lack of clarity about the sequence of knowledge and choice of learning activities.

Children make a strong start in the early years.

The curriculum is coherently planned and sequenced. Staff assess children regularly. This means that teachers have the knowledge they need to meet the precise needs of the children.

For example, when children do not know different colours, adults work with them to mix 'magic potions', modelling the names of the colours being used before moving on to new colours being made. Teachers prepare children well for key stage 1 and beyond. Adults use daily check-ins to help children learn how to manage their emotions.

Children enjoy developing their skills and knowledge in the inspiring outdoor area.The school has prioritised the teaching of reading. Phonics is taught expertly, beginning in the early years.

Adults support struggling readers to catch up swiftly. The school develops a love of reading from an early age. Throughout the school, pupils are immersed in books and vocabulary.

Older pupils read a variety of texts and styles. Pupils value the reading hut in the playground. They look forward to their teachers reading to them in daily story time.

There is a broad enrichment programme that encourages pupils to develop skills such as oracy. For example, pupils become scientists and carry out research as a team. They present their findings to pupils from other schools.

Pupils learn how to be active citizens through activities such as litter picking in the village. Pupils on the eco committee help their friends to understand how to care for the environment. Leaders track the destinations of former pupils from the end of primary school through to the beginning of their careers.

They invite them back to talk about the jobs that they do. Pupils learn about diverse cultures and faiths. They respect these differences and understand fairness.

Despite this, some pupils struggle to demonstrate their understanding about fundamental British values and the protected characteristics.

Governors and trustees have a clear understanding of the strengths of the school. They carry out their roles effectively, challenging and supporting the school well.

Staff feel very supported with their workload. This is prioritised by leaders at all levels. The school continues to benefit from the strong federation partnership.

Parents and carers are positive about the school. One parent captured the views of many, saying that the school 'is a place where children can thrive'.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some aspects of the curriculum need further time to fully embed. Some of the activities and strategies for learning, in subjects such as mathematics and history, do not match the ambition of the curriculum. The school should ensure that it continues to refine and embed the implementation of the curriculum across all subjects.

• Pupils learn about important concepts such as equality, respect for different faiths and the fundamental British values. However, some pupils struggle to recall, and make connections between, aspects of this learning. The school should provide regular opportunities for pupils to revisit and embed their learning in these important concepts.