Sheepy Magna Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils told us that this school is 'a friendly environment' where everyone can join in. This is exactly what we saw, in lessons and around school. Pupils were keen to tell us about the committees that meet every Friday.

They proudly described how pupils serve as sports leaders, chicken crew, eco committee members, playground pals and members of the school council. These activities help pupils to develop as confident, caring individuals.

Pupils are well behaved.

They understand and respect the school rules. Pupils told us that they feel safe in school. They know that bullying is wrong.

They said, 'It's not a problem here.' Leaders' records confirm tha...t instances of bullying are rare.

Pupils have positive attitudes to learning.

For example, they told us that 'Mathematics is not just about getting the answer right, it's the journey of understanding.' Pupils achieve well in reading, writing and mathematics by the end of Year 6. They are well prepared for secondary education.

Staff encourage pupils to apply the school's values of respect and resilience to their studies. We saw pupils cooperating well in subjects such as science and design and technology.

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

Leaders have ensured that the teaching of English and mathematics is strong.

Staff follow well-structured plans. They plan interesting activities that help pupils remember, and build on, what they have previously learned. The work in pupils' books is of a good standard.

Pupils behave well in lessons. They successfully apply their writing skills across a wide range of subjects. They enjoy being challenged in mathematics.

They cooperate well to discuss and solve mathematical problems.

Leaders and staff understand the importance of reading. They make sure that children begin learning to read as soon as they join the Reception class.

By the end of Year 2, most pupils are fluent readers. Staff foster a love of books in all year groups. Older pupils told us that they enjoy having so many choices of reading materials.

They praised the Year 6 reading box, the 'Sheepy Chatterbooks' and monthly visits from the mobile library.

Leaders' actions to improve the curriculum are partially complete. Subjects such as science, religious education (RE), music and personal, social and health education (PSHE) are well planned and taught.

Pupils produce good work in these subjects. They remember what they have learned. Other subjects are less well developed.

However, leaders are working through a structured plan to review and revise the curriculum in all subjects.

Leaders recognise that spelling is an issue across the school. They are tackling this through the introduction of a new approach to teaching spelling.

We found that some pupils struggle to use phonics skills to read unfamiliar words. This contributes to the issues with spelling in Year 2 and beyond.Pupils with special educational needs and/or disabilities (SEND) achieve well.

They thrive because they receive good care and support. Staff involve pupils, parents and external agencies to help them to match teaching to pupils' needs. Leaders and staff are equally ambitious for all groups of pupils.

Leaders and staff promote pupils' personal development well. Pupils benefit from a range of experiences such as 'enrichment days'. These have included themes linked to languages, art, drama and sports.

Staff and pupils model the school's Christian values of kindness and respect. Leaders have devised a teaching programme called 'Windows to the World'. Through this scheme, pupils learn about differences, communities, cultures, religions and disabilities.

This prepares them well for life in modern Britain.

Children in the early years flourish because staff understand their needs. There is a calm, happy atmosphere in the Reception class.

Warm relationships ensure that children make the most of the activities provided. Reading and mathematics are a priority. Staff promote children's development well across all areas of learning.

For example, children had helped to plan and set up a 'pottery shop' in the role play area. During our visit, they were busily serving 'customers' and making signs for the shop. These activities promoted their speaking, writing and social skills.

Children in the early years behave well. They respond readily to routines and expectations.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a positive culture of safeguarding. They encourage staff to note any concerns, however small. Staff training is thorough and up to date.

They know the signs to look for that may indicate a concern about pupils' welfare. Staff know to pass on any concern to leaders. Records show that leaders take prompt action to keep pupils safe when the need arises.

Employment checks comply with statutory requirements.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The school's curriculum is not yet sufficiently coherently planned and sequenced in some subjects. However, it is clear from the actions that leaders have already taken that they are in the process of bringing this about.

For this reason, the transition arrangement has been applied in this case. Leaders should ensure that it is clear what pupils should learn and when in all subjects. .

Leaders have not made sure that all pupils use their knowledge of phonics well enough to spell words correctly. This limits these pupils' ability to communicate accurately when writing. Leaders should ensure that pupils fully understand the strategies that help them to read and spell unfamiliar words.