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Pupils achieve very well at Shobdon Primary School. It is a welcoming school which sits at the heart of the community. Pupils and adults build strong relationships.
The school's vision lies at the heart of its work. Pupils 'value education and value each other.'
Pupils take on meaningful leadership roles in the school.
They value having the opportunity to make a difference. For example, school librarians promote the importance of reading to younger pupils. They organise the library to encourage other pupils to borrow books and build a love for reading.
Pupils feel valued and state, 'we have a voice and the adults listen.'
The school has hi...gh expectations for pupils' behaviour. Pupils meet these expectations, demonstrating positive attitudes to learning.
They are polite and well-mannered. There is a calm and purposeful environment in classrooms and around the school. Pupils respect each other.
They celebrate the fact that everyone is different. Pupils enjoy attending this inclusive village school.
Pupils feel safe in school and learn how to stay safe online.
They feel confident to share any worries with trusted adults in school. There is a culture of support and kindness to others. One pupil stated, 'everyone knows and looks after each other at Shobdon.'
What does the school do well and what does it need to do better?
The curriculum is broad and ambitious for all pupils. It sets out what pupils will learn in a logical order. Learning is sequenced well to build pupils' knowledge as they move through the school.
The school has considered its locality when developing the curriculum. Pupils study local historical buildings and landmarks. They learn the purpose of these and how they have changed over time.
Pupils describe how learning from experiences helps them to remember more of their learning.
Pupils recap their learning regularly. They revisit their prior learning in mathematics every morning through fluency practice.
This helps them to deepen their knowledge and understanding. Where activities are engaging, pupils recall their prior learning well. For example, early years pupils enjoyed re-enacting Scott of the Antarctic's expedition to the South Pole.
They link their prior learning about cold climates to the conditions Scott would have faced. Pupils talk confidently about the results of science investigations. They understand how to conduct a fair test and look for patterns in their results.
However, in some areas of the curriculum pupils find it more difficult to make links between their current learning and what they have learned previously. As a result, they do not build their knowledge as well as they could.
Reading is a priority at Shobdon.
The school has implemented an effective reading curriculum. Children in the early years start to read as soon as they start school. They learn early sounds well.
The books they read match the sounds they have learned. Pupils are assessed regularly to ensure they are building their phonic knowledge. If pupils fall behind, they receive support to help them catch-up quickly.
As pupils move through the school their enthusiasm for reading continues. They build on their phonic knowledge to become confident and fluent readers. Pupils recommend books to each other.
They talk enthusiastically about their favourite stories and authors. Pupils also learn about diversity through the reading curriculum.
Staff understand how to support pupils with special educational needs and/or disabilities (SEND).
The school has effective processes for identifying pupils who may need additional help. Adaptations in the classroom precisely meet each pupil's needs. As a result, pupils with SEND overcome the barriers to learning they have.
They progress well through the curriculum alongside their peers.
The school supports pupils' personal development well through the curriculum. They are well prepared for the next stage of their education.
Pupils are provided with a broad range of experiences, trips and extra-curricular opportunities. There is a focus on developing pupils to be active and responsible citizens. Pupils are well prepared for life in modern Britain.
A visitor from the Houses of Parliament taught them how democracy works. Pupils then voted for their peers to take on leadership roles in school. The school has a strong pastoral offer to support pupils' physical and mental health.
Pupils know how to keep themselves healthy. For example, early years children explained the importance of brushing their teeth and eating healthily.
Governors know the school's strengths and priorities well.
They provide appropriate support and challenge to the school. Staff are positive and proud to work at the school. They work together and support each other well.
They are reflective about their work. Staff say that the school thoughtfully manages 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)
• In some subjects pupils are not consistently able to recall their prior learning. When this is the case, they are not able to connect what they are currently learning with what they have learned previously. The school should ensure that, as the curriculum is embedded, pupils are consistently able to recall prior learning in all their subjects so that they can deepen their understanding across the full breadth of the curriculum.
