Felix Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at SET Felix are keen to learn and know that to do their best they need to be 'ready, safe and respectful'. They feel happy and safe and say that everyone is included at their school.

In the early years, children settle quickly and learn well. Pupils across the school know what they need to do and respond well to teachers' high expectations. In lessons, they behave well.

They work together and share ideas.

The new leaders have raised the bar. Staff and pupils now expect more of themselves and each other.

Rightly, there have been recent changes to the curriculum. Although pupils are enjoying this new learning, some are struggling because they d...o not have the knowledge they need to understand the new content.

Pupils appreciate participating in the trips and events that are linked to their learning, such as visiting the beach and drawing local buildings.

Pupils enjoy attending a wide range of sports clubs, such as dodgeball, multi-sports and gymnastics, and being part of the school council.

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

The new leadership team has wasted no time, rolling up their sleeves to make the necessary improvements to the curriculum. All pupils, including those with special educational needs and/or disabilities (SEND), have access to the same ambitious and well-sequenced curriculum.

Plans clearly show how learning builds from early years through to Year 6 and beyond in all subjects and what the key learning is at each stage.

In subjects where plans have been in place for a while, pupils are able to talk with confidence about what they are learning now and link it to what they have learned before. They build their knowledge and skills in accordance with the curriculum intent.

However, this is not yet the case in those subjects that have had more recent changes. Some older pupils are not yet ready for the new curriculum, as they have not gained the knowledge they need to understand the ambitious and challenging concepts the school intends for them to learn.

Staff have received the right training to equip them with the knowledge to deliver the curriculum.

They know what to teach, when to teach it and how to do this in the most effective way. Teachers make checks on pupils' knowledge during lessons, but they do not always use the results of these checks to tailor their planning. This means that some lessons contain content that pupils are not ready for and struggle to understand.

Younger pupils read well. The school uses an effective programme for the teaching of phonics and spelling. Adults have received training to deliver these sessions with confidence.

Children in early years use the sounds they learn in these sessions to successfully write words. Pupils who find reading difficult are given extra sessions to catch up. Books that are used in guided sessions are well chosen to extend pupils' reading experience.

The school is continuing to develop the reading curriculum.

In early years, the school has designed an appropriate curriculum that has a clear focus on the development of language and vocabulary. Adults model the language they want children to use.

Adults make effective use of the indoor and outdoor provision to teach key skills. Children are confident when speaking about their learning, showing concentration and developing resilience. They are well prepared for the Year 1 curriculum.

Provision for pupils with SEND is strong. There is a clear system in place to identify and support these pupils. Resources such as 'now and next' boards and the support of adults enable the curriculum to be adapted for pupils with SEND.

Some pupils from the specially resourced provision for pupils with SEND (specially resourced provision) join mainstream classes for sessions, and the curriculum is carefully adapted for these pupils.

The school works hard to make sure that pupils attend every day. It provides a range of appropriate support and encouragement, including a weekly pumpkin award for attendance.

However, some pupils still have gaps in their learning because they are not regularly in school.

The school has developed a curriculum that offers wider opportunities through focus days and celebrations. Through these, pupils learn about other faiths and about their local area and beyond.

There have been recent changes to leadership at the school. The school is now being well supported at trust level. Leaders are clear about what needs to improve, and they know that it will take time to embed the recent changes.

Staff feel valued and say that careful thought is given to their well-being and workload.

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 short space of time, the leadership team, supported by the new trust, has put in place a revised curriculum to meet the needs of pupils.

Some areas of the curriculum have not been in place long enough for pupils to have learned the planned content. In other instances, the previous weak curriculum has left pupils unable to understand the new, ambitious content. Leaders should ensure that the curriculum continues to be consistently delivered as planned so that pupils develop the knowledge that leaders intend.

Although assessment information is collected by staff, it is not always effective in identifying gaps in pupils' prior learning. As a result, staff sometimes present new concepts and ideas to pupils who do not have the prerequisite knowledge to learn this new content. Leaders should ensure that all staff use assessment information with precision to identify any gaps in learning and address them before moving pupils on to their next steps.