Scunthorpe CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Children from many backgrounds, faiths and experiences are part of this highly inclusive and happy school.

Everyone's uniqueness is celebrated, but there is also a shared sense of togetherness. Adults tell pupils that they are all stars, but each week, pupils are celebrated as 'shining that little bit brighter' in rewards assemblies.

Leaders leave no stone left unturned when considering how to make the school a welcoming place for everyone.

Translators are available for parents and pupils new to English. At lunchtime, 'family dining' means everyone has someone to sit with, and new pupils quickly make friends. Leaders have considered carefully how to enrich th...e lives of pupils, create aspiration and build tolerance.

Parents value the care pupils receive at Scunthorpe C of E Primary School, which is designated a 'School of Sanctuary'.

Pupils behave well. Lessons are not disrupted by poor behaviour.

Bullying is rare, but pupils are confident adults would address it, should it happen. Relationships between adults and pupils are built on respect and kindness.

Leaders want the best for every pupil.

They ensure that pupils have access to the help they need to reach their expectations.

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

The new headteacher has brought about significant improvements to the curriculum. High-quality training has ensured that subject leaders know their subjects well.

They provide guidance to teachers on the best ways to deliver each subject. New curriculums in many subjects are carefully considered to ensure that pupils can build knowledge over time and apply their learning to new ideas. However, in subjects where curriculum thinking is new, teachers do not always follow the intended plans.

This means some pupils have gaps in their knowledge.

Leaders have identified that language and vocabulary is an important part of their curriculum. This starts in the early years foundation stage (EYFS).

Here, adults model language to children. Children can proudly talk about plants they have grown. They identify the stems and petals and explain how plants need water and sunlight to grow.

Early reading is taught well. Staff are trained effectively. Pupils have books which are well matched to their understanding.

They have regular opportunities to read with an adult and practise their skills. They can also attend targeted support if they need to catch up.

The good quality of education pupils receive is not reflected in outcomes at the end of Year 6 in 2022.

Many of these pupils were new to English and a significant minority of pupils were new to the school during key stage 2. School leaders ensure that there are precise support programmes in place for pupils coming into school who are new to English and for pupils who have special educational needs and/or disabilities.

Around school and in lessons, pupils behave well.

Respectful relationships underpin the work of the school at all levels. There is a clear behaviour system in place which is understood by everyone. Pupils who need extra help can access 'The Hive' or 'The Nest'.

Children in the EYFS learn how to behave well due to strong routines. Where they struggle, leaders work with parents to help children understand how to settle into school life. Leaders have improved attendance since the pandemic.

They have introduced a range of strategies to help pupils attend better. However, too many pupils are persistently absent.

The personal development of pupils is exceptional.

Leaders recognise what pupils need in order to have the best chance of succeeding in life. Pupils have the opportunity to visit further and higher education institutions. They are taught about careers and are inspired by visitors to school.

Pupils can be leaders, attend a range of clubs suited to their interests and talents, or participate in school council. What is striking is that, despite coming from a range of diverse backgrounds, pupils celebrate what unites them. They debate and discuss important issues with great maturity.

For example, pupils are able to talk about democracy across the world and how it impacts on communities and people's rights.

Governors are committed. They embrace the diverse and inclusive nature of the school and are aware of the challenges this presents to school leaders.

However, governors are not always rigorous enough when challenging school leaders on outcomes or attendance.

Safeguarding

The arrangements for safeguarding are effective.

Leaders are alert to the local risks that pupils face.

They consider carefully what pupils need to know and learn in order to navigate these risks. The curriculum planning for personal, health and social education is adjusted to ensure that pupils have access to the right information. Carefully chosen visitors are invited into school to speak to pupils.

For example, police visit to talk to pupils about knife crime, and the school nurse speaks to pupils about dental health.

Leaders work with a range of external agencies to meet the needs of vulnerable pupils and their families. They are relentless in ensuring that pupils get the help they need to stay safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some subject thinking is new. In these subjects, teachers do not consistently follow the planned curriculum. This means pupils have gaps in their understanding.

Leaders should ensure that new curriculum thinking is understood and followed by all teachers and that planning is embedded. ? Too many pupils are persistently absent. This means they are missing out on important learning.

Leaders should ensure that the percentage of pupils who do not attend school regularly reduces and attendance continues to improve. ? Governors are not always rigorous enough in their challenge of school leaders around outcomes and attendance. Governors should ensure that they have the necessary skills and knowledge to provide challenge and support to leaders in improving these areas.