Shakespeare Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to school.

Nurturing relationships are a strength of the school. This underpins a strong culture of pupils feeling, and being, safe. Consequently, they are in a good position to learn well, which they do.

Trust and senior leaders have responded with rigour to the weaknesses identified at the last inspection. They have made many improvements to the school that have benefited pupils. As a result, pupils now achieve much better outcomes, particularly those from disadvantaged backgrounds.

Pupils behave well because they understand the expectations adults have of them. Children in the early years are confident and independent in using the space... for learning. This continues through the school.

Pupils know the routines, rewards and consequences. They participate in partner talk, group and class discussions well. They are polite and respectful of different opinions and ideas.

Pupils learn about life in modern Britain and world citizenship. This promotes tolerance and understanding. The school 'parliament' are proud to be ambassadors for their school.

They have meaningful opportunities to contribute to life within the school. For example, by promoting reading and caring for the environment.

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

Everyone has a relentless focus on the vision, 'where all children achieve greatness'.

This shared vision is clearly embedded in policy and practice across the school. Some staff have brought fresh ideas and rigour to school improvement. The school has also supported staff to become confident experts in their roles.

The school's improvements are based on research and what works well. This is a strength of the school. It has considered what pupils will learn, and how children learn best.

Pupils know what to expect in lessons which allows them to focus on learning the key knowledge. They use the visual aids well to help them recall what they have learned. These also help pupils to make links across subjects.

Pupils with special educational needs and/or disabilities (SEND) benefit from a variety of adaptations that support them well. This means they are successful at learning alongside their peers. However, in some curriculum areas, because developments are fairly recent, pupils do not have secure knowledge and they struggle to remember key content.

Reading is at the heart of the school's curriculum. The school's 'super 6' books form the basis of the early years' curriculum. This sparks children's enjoyment and interest in the world of the imagination.

Activities in the outside and inside areas encourage children to explore the stories they hear. This is well supported by adults. As children prepare to move on from the nursery, they begin to learn early sounds so they are ready for learning phonics in the Reception Year.

Pupils learn to read well. The phonics curriculum is implemented effectively. Staff have secure subject knowledge which they use successfully to make sure that pupils keep up.

For any pupils who need help, adult support is effective. Many pupils secure their phonics quickly which helps them move on to longer, more complex books. Pupils also enjoy reading at key stage 2.

The books used in the curriculum provide a mirror for pupils to identify with, such as books about disability or common social situations. In addition, they give pupils a window to the wider world such as diverse cultures and moral dilemmas. They are sequenced to ensure pupils grapple with challenging structures and content in age-appropriate ways.

Vocabulary is an important feature of the curriculum. It is subject specific, technical and ambitious. Oral rehearsal of this is inclusive and enables pupils with SEND to learn well.

The focus on oracy is effective. Pupils are confident in reasoning and giving opinions using the identified vocabulary.

The school shows a high degree of professional curiosity when analysing information about suspensions.

Support for pupils who have social, emotional or mental health needs, is extensive. No stone is left unturned to help these pupils. The pastoral team works closely with parents and outside agencies.

Suspensions and exclusions are a last resort and, when used, are well managed. Attendance is managed robustly with a firm but supportive approach. As a result, pupils' attendance is rising.

The school makes good use of analysis to understand patterns and trends. For example, the school can demonstrate clear improvements in persistent absence.

Staff appreciate the benefits of belonging to the trust.

Workload is shared through regular networking and trust-wide developments. The trust works effectively with the school to ensure improvements are having the necessary impact on pupils' learning.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A few subjects are at the earlier stage of design and implementation. As a result, pupils are not building their knowledge securely in a logical sequence. The school should ensure that pupils know and remember important concepts before moving on to new content, so that they deepen their knowledge over time.