Sherard Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Sherard Primary School is a happy and caring community. Pupils are proud of their school.

They talk about their favourite things in school with enthusiasm. They say that they can trust their teachers, that other pupils are kind, and learning is fun. Pupils are polite and confident.

They are excellent advocates for the school.

Leaders have high standards for pupils. They expect pupils to work hard.

Leaders have introduced the 'rainbow road' to reward pupils who do their best. Pupils are delighted when they are rewarded by moving up the rainbow. Older pupils are excellent role models for younger pupils.

Relationships between pupils and adults ...are positive. Adults expect pupils to behave well and pupils expect adults to be kind to them and to help them if they have a problem. Pupils say that bullying does not happen very often, but, if it does, there is always someone in school who will sort it out.

Leaders have created a culture of high aspirations for pupils that goes hand-in-hand with care for them. The vast majority of parents and carers are positive about the school. One parent told inspectors, 'The kindness and enthusiasm of staff is second to none.'



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

Leaders have planned a well-organised and ambitious curriculum. Curriculum plans identify the key knowledge that pupils need to learn. Plans begin in early years.

It is clear how new learning builds on what pupils have already been taught. Learning is based on a 'big question' each term. For example, children in early years ask, 'What happens in winter?' and pupils in Year 4, 'What could you do without your teeth?'.

Pupils with special educational needs and/or disabilities receive learning that is closely matched to their needs. Leaders have high expectations for pupils who attend the additional provision in the 'Seahorses' classes. Pupils in these classes follow the same topics and 'big question' approach as their peers in the mainstream setting.

Curriculum leaders are knowledgeable and enthusiastic about their subjects. They receive training that helps them to fulfil their roles. Teachers have good subject knowledge.

They plan lessons to engage and interest pupils. They help pupils to make links between subjects. For example, Year 6 pupils learn about Judaism in religious education at the same time as they learn about the Second World War in history.

Teachers also introduce pupils to a wide range of subject-specific vocabulary. The acquisition of language is prioritised in early years. Pupils use impressive technical words that are linked to their 'big question'.

Pupils in Year 4 use 'cavities', 'calcium' and 'decay' in their science lessons to talk about the effect of different foods on teeth.

In mathematics and English, teachers regularly check that pupils are remembering key learning. In other subjects, the approach is not yet as rigorous.

This means that teachers are not identifying every pupil who may have gaps in their learning.

Phonics teaching starts promptly in early years. Staff teach phonics well.

Teachers make sure that pupils who struggle to remember new sounds get extra help. Staff choose reading books for pupils that match the sounds they know. Leaders are ambitious that all pupils will become fluent and enthusiastic readers.

Story times are given high status. Teachers read to pupils from a wide range of texts, which are often linked to their learning in other subjects.

Pupils behave well in lessons and at playtimes.

Pupils say that they can learn well because they do not disrupt each other's learning. When pupils do not behave as well as they could, teachers make a record. However, leaders do not analyse these records as frequently as they might to spot patterns in pupils' behaviour.

Pupils' personal development is at the heart of the school's work. Leaders know that pupils do not live in a diverse community. They make sure that pupils learn about different types of families and how people from different backgrounds and beliefs live.

Pupils understand what discrimination means and say that it should not be tolerated. Pupils know that it is important to show respect to everyone. Pupils are also taught to recognise their emotions.

They learn how to manage their feelings and think about how their behaviour could affect others.

Trustees know the school well. They check that leaders are making the right decisions to continue to improve the school.

Staff feel well supported by leaders. They are proud to work at the school and say that they are a team.

Safeguarding

The arrangements for safeguarding are effective.

Every member of staff is aware of their responsibility for safeguarding pupils. Leaders make sure that they have regular training. They check that staff understand the school's procedures for keeping pupils safe.

Staff report their concerns about pupils. Leaders take appropriate and timely action to follow these concerns up. They work with outside agencies to make sure that pupils, and their families, get the help they need to stay safe.

Pupils learn about how to have healthy relationships. They know that if they are worried about something, they should tell a trusted adult in school, who will help them to sort it out.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders regularly check on the progress that pupils make in English and mathematics.

This is not as well developed in science and the foundation subjects. Leaders have not implemented a systematic approach to assessment that is consistently used by teachers. This means that teachers are not always rigorously checking what pupils know.

Leaders should now ensure that an effective and time-efficient assessment system is developed for science and foundation subjects. This will allow teachers to check what pupils know and remember from prior learning. ? Leaders do not systematically check the behaviour records that staff keep.

As a result, leaders are not analysing what records are telling them about pupils' behaviour in school. Leaders need to include the analysis of behaviour records as a part of their regular monitoring activities. This analysis will enable them to spot patterns in pupils' behaviour and address any issues that are identified.

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