Shillingstone Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Shillingstone are proud to belong to an inclusive and caring community. They are kind and patient with one another.

Pupils understand that everyone is different. They celebrate this. Pupils have warm relationships with staff and they feel safe.

Pupils enjoy learning a broad range of subjects. The school has high expectations of them. Pupils are given many opportunities to discuss and debate ideas.

They are keen to learn and curious to know more. They have highly positive attitudes towards school.

Pupils are polite and welcoming to adults.

Pupils of all ages play well together. They have a strong sense of right and wrong. They under...stand the school's 'golden rules' and follow them well.

This starts in the early years. Children listen carefully to staff and behave well.

Pupils have a wide range of opportunities outside the classroom.

They enjoy a range of trips and visits to support their learning. Sports events and tournaments are particularly popular, and open to all. Residential trips are a particular highlight of the school calendar.

Older pupils value their positions of leadership in the school. As 'Bronze Ambassadors', they take their responsibilities seriously. Pupils contribute positively to the school community.

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

The school has experienced significant change recently as it merged with another local primary school. It has managed the amalgamation of new cohorts and curriculum changes well. Pupils are integrated well.

The school has now developed a new curriculum. This has led to an improved quality of education that is not yet reflected in published outcomes.

The school has planned an ambitious curriculum.

Pupils experience a broad curriculum where all subjects are valued. Where possible, subjects are taught by subject experts, for example for music and French. The school has identified what pupils need to know and understand in all subjects.

The curriculum is designed so that pupils in mixed-age classes build their learning well over time. Most pupils are benefiting from the recent improvements. However, the precision evident in curriculum planning is not always evident in how it is delivered.

For example, sometimes, learning activities do not precisely match what pupils can do. This means some pupils do not move on to more complex work when they are ready. The school has not yet evaluated the impact of recent changes.

There is a sharp focus on early reading, mathematics and writing, including in the early years. Staff ensure that information is presented clearly. They check pupils' understanding before teaching new content.

This means that most pupils, including those with special educational needs and/or disabilities (SEND), learn effectively.Pupils, including children in the early years, enjoy learning and using new vocabulary in their discussions and their writing.

Children begin learning phonics as soon as they start school.

They learn and remember new sounds well. Pupils read books that are matched to the sounds they are learning. This helps them to gain confidence.

Pupils who are struggling to read receive the support they need to help them to catch up. Staff read high-quality texts to pupils every day. This successfully develops a love of reading.

Pupils with SEND are identified accurately. They receive extra help when needed. Most of the time, appropriate adaptations are made so that pupils can learn the curriculum alongside their peers.

The school ensures that all pupils are actively included in school life.

Pupils behave well. They understand the school's systems to support good behaviour.

This helps pupils to make good choices and to support one another. Children in the early years quickly settle into routines. They focus on their work and share sensibly with one another.

They enjoy listening to familiar stories. Staff expertly help children use language to explain how they are feeling.

Pupils learn about discrimination, respect and democracy.

As a result, all pupils contribute actively to the harmonious culture in their school. Pastoral care is a strength of the school. Pupils feel well cared for.

Staff know every pupil. Pupils are taught how to be resilient and overcome difficulties, such as friendship issues. Their mental and physical health is prioritised.

Pupils remember important information about how to keep themselves safe online.

The school and trust have high expectations. They have maintained their vision for the school during a period of significant change.

The trust has ensured that the school maintains its distinctive ethos. Staff feel valued and well supported. Parents are overwhelmingly positive about their children's experiences at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Much of the work on the school's curriculum has been recent, following significant changes last year as the school merged with another. At times, the implementation of the curriculum does not precisely match its intent.

Learning activities do not always reflect what pupils can do. As a result, pupils do not always move on to more complex work when they are ready. The trust must ensure that teachers are supported to implement the curriculum effectively so that all pupils benefit from the school's ambitious curriculum.

The school has recently adapted its curriculum to facilitate changes to its mixed-age classes. However, it has not evaluated the effectiveness of curriculum changes. The trust needs to ensure that curriculum implementation is consistently strong and has the intended impact.

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