Shottermill Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils smile, care and look out for each other. They happily skip into school to learn each day. Tender relationships exist between staff and the young pupils.

Parents cannot praise this school enough in how leaders ensure their children are safe and looked after.

Leaders believe that all pupils can succeed. From day one of Reception Year, they instil the school's six values and teach the routines children need to follow.

Pupils behave well because staff expect them to. They give pupils helpful reminders so that everything becomes second nature in what to do. Pupils are kind and enjoy making new friends.

Staff teach pupils about bullying, and pupils ...are confident to spot if it were to happen. It rarely does, as pupils know to be respectful.

Community spirit is at the heart of Shottermill Infant School.

Pupils' characters develop early on, as they actively contribute to village life. Leaders proactively work on pupils' independence, and pupils are keen to help those in need.

Pupils know they must work hard.

They enjoy their learning and are keen to know more and more. Outside of lessons, the playground is brimming with cheerful pupils going about their everyday lives.

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

New leaders and governors have a firm grasp of where the school's strengths are and where they need to prioritise further improvements.

The local authority has supported the new headteacher and new chair of governors in checking the impact of how successful the desired school improvement goals have been. Leaders have a long-standing staff team right behind them in wanting to provide a high-quality education for pupils. Staff are highly positive about the support and guidance they receive.

The school's curriculum is ambitious and covers the scope of the national curriculum and early years foundation stage. Broadly, leaders have identified most of the knowledge pupils should learn across each year group. Alongside this, leaders have ensured that knowledge builds in logical steps to enable pupils to practise the intended skills.

However, in early years, leaders' curriculum thinking is not precise enough in some areas of learning. This is because leaders have not determined first the essential knowledge before they plan activities for the children to carry out.

Reading is prioritised from the moment children begin in Reception Year.

The school follows a well-sequenced phonics programme, which is in its second year of implementation. All staff have been expertly trained in knowing how to deliver different parts of the programme. Leaders recognise how important it is that pupils re-read the books that go along with the sounds pupils are learning in the reading lessons.

This is helping to develop pupils' reading fluency. However, restrictions due to the COVID-19 pandemic have hampered some pupils' progress in learning to read quickly. Leaders are addressing this through daily 'keep up' sessions, which target specific pupils in all year groups.

Teachers demonstrate good subject knowledge. When teaching the youngest children, staff explain concepts clearly and with regular reinforcement of key messages. Vocabulary is continually prioritised to ensure pupils have the language to explain their thinking and contribute thoughts and ideas.

Teachers question well to help them check what pupils know and what they need consolidating. Subject leaders are continuing to develop their expertise to confidently evaluate how securely pupils have learned the curriculum.

Pupils with special educational needs and/or disabilities (SEND) are fully included in school life and in accessing the curriculum.

Leaders quickly identify any additional needs. Through conversations with staff and parents, they have a clear picture of each child's needs. This then translates effectively into classroom practice.

Teachers use tailored resources and strategies to enable pupils with SEND to learn the planned curriculum and to achieve well.

In lessons, there is a calm atmosphere, and pupils know to listen to the teacher. Pupils enjoy sharing their knowledge and conscientiously completing their work.

At an early age, leaders ensure that pupils listen to stories that promote their personal development. For example, pupils understand that each family can look different, and they understand concepts of right and wrong. Pupils can talk about healthy eating choices and brushing their teeth twice daily.

Governors are passionate about making a difference to the school. Many are new, and so they have actively sought training to fulfil their core duties. As a result, governors have a good understanding of their roles.

Despite this, governors are not always digging deep enough into the quality of education for all pupils. Their questions are sometimes not precise enough to ensure leaders get the right challenge and support they need in continuing to improve the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders think smartly in educating the youngest children about how to keep safe. They encourage each child to have a voice and speak up for help, whether it be awareness of road safety, strangers, or how to protect their bodies through the 'PANTS' rules.

Safeguarding is threaded through everything.

Leaders teach staff to be alert to any safeguarding risks. Staff receive ongoing training that informs them to act quickly and report any concerns. Excellent communication between adults spearheads this strong practice.

Leaders record this information diligently and know when to contact the local authority to seek help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some areas of learning in early years, the component knowledge children should learn has not been precisely identified. Sometimes, teachers are thinking about the activities and experiences before considering what it is children should learn.

Leaders should continue with reviewing the school's curriculum to ensure that knowledge builds cumulatively and connects to what pupils then learn in key stage 1. ? Governors do not always consistently assure themselves that pupils have learned the ambitious curriculum successfully. Governors should ensure their checks are rigorous and precise to support school leaders in helping all pupils to achieve highly.

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