Shere CofE Aided Infant School

Highlights from Latest Inspection

What is it like to attend this school?

This welcoming school is at the heart of the local community. Pupils blossom in the nurturing environment. Staff thread the values of friendship and kindness throughout school life.

Older and younger pupils socialise and play together happily.

The school has high expectations for pupils, including for those pupils with special educational needs and/or disabilities (SEND). Improvements to the curriculum have enabled pupils to achieve well in most subjects.

They are keen to share what they know and remember about their learning.

From the start of Nursery, children follow routines very well. Across the school, learning flows without disruption because p...upils choose to do what is right.

They aspire to earn 'citizen awards' for being kind and helpful or 'stars' for showing good learning.

Purposeful experiences, in the local area and beyond, complement pupils' learning. Outdoor education in the forest is a favourite.

Pupils not only deepen their understanding of science and geography but also learn the importance of teamwork and safety. Trips to places of interest, such as Windsor Castle, bring the curriculum to life for pupils.

Parents and carers are positive about the school.

Many commented on how it provides the foundations for pupils to succeed academically and personally.

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

The curriculum is well constructed and engaging. It outlines the knowledge and skills pupils need to study and when.

Content is broken down into smaller 'units'. This helps teachers build on what pupils already know. In the main, pupils successfully learn the curriculum.

For example, in history, they know about people who lived in castles many years ago and how toys have changed over time. In art and design, pupils skilfully use various techniques, such as shading and tone, to produce a detailed sketch of a dragon's eye. They can compare the work of different artists and say how it inspires their own art.

The promotion of children's communication and language starts in the early years. Well-trained adults know how to interact with children. They weave storytelling, counting and songs throughout the school day.

For example, children eagerly joined in with the 'Goldilocks' song, confidently using actions and words to name and count the bears. Staff use pictures and objects to help children remember important vocabulary.

In Reception, children start to learn phonics.

Staff provide opportunities for pupils to practise how to blend sounds and begin to read. The books pupils read help them to develop reading accuracy and fluency. By the end of Year 2, pupils gain a strong grasp of phonics.

Staff use ongoing checks to find out what pupils remember well. Those who fall behind in their reading get effective support to help them keep up. Across the school, however, some pupils, including some with SEND, do not master accurate letter formation, grammar and punctuation in their written work.

This restricts their ability to produce high-quality writing.Children in the early years show many effective learning characteristics. For example, in story time, they listen intently to others; in play, they share resources with others.

Children sustain concentration and develop into curious thinkers. Children and pupils with SEND have their needs identified quickly. They receive personalised support when necessary so they can learn successfully alongside their peers.

Pupils' conduct is positive. They greet visitors warmly and show respect in their interactions with each other and adults. Pupils learn about the 'colour monsters' to help them talk about their feelings.

The school's work on attendance is having a positive impact for most of the pupils. However, a few do not attend regularly enough. These pupils miss essential learning, which has a negative impact on their education.

The school embraces pupils' wider development. Pupils, including children in the early years, are proud to take on roles of responsibility. For example, 'helping hands' collect and cut up fruit for others to enjoy.'

Green hands' turn off lights to conserve energy. From a young age, pupils learn how to respect the environment and nature. Pupils vote for class books and to become members of the school council.

This develops their understanding of democracy in an age-appropriate way. The books staff read help pupils recognise cultures that are different from their own.

Governors check that the school's work to improve the curriculum is effective.

A strong culture of teamwork exists. Staff value how school leaders manage their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Across the school, some pupils, including some pupils with SEND, do not master accurate letter formation, grammar and punctuation in their written work. This restricts their ability to produce high-quality writing. The school should make sure that staff provide sufficient opportunities for pupils to practise and master early writing skills so pupils can increase their success across the whole curriculum.

• The attendance of a few pupils is too low. As a result, these pupils miss essential learning, which has a negative impact on their education. The school should ensure that its ongoing work with parents improves attendance for all pupils.