Siddington Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a smaller than average school in a rural setting.

It is a thriving community. Pupils work together happily every day. Parents praise the school and value the dedication of the headteacher.

As one parent said, 'I cannot be happier with the school.'

The headteacher has high expectations for pupils and staff alike. There has been a rapid change in the recognition of what pupils can achieve.

This shows in pupils' attitudes to what they are learning. Pupils are proud of their work and present it neatly.

The school is, overall, a calm and orderly environment.

Staff are skilful in dealing with any emotional issues that pupils have.... However, there are occasional times when some pupils feel uncomfortable because of the behaviour of a minority. Most pupils understand right from wrong, but there are a few who are not yet aware of how to be respectful consistently.

The Christian ethos pervades the school. Leaders have provided an attractive outdoor space where pupils exercise or sit quietly in the prayer corner. Parents designed and built the prayer space from donations.

This is a true reflection of the commitment that parents have to the school.

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

Trust leaders have provided strong support to the school. They have worked diligently to make sure pupils learn well-sequenced curriculums.

This has been most successful in English and mathematics. Many other subjects are developing similarly well-planned curriculums. Teachers are gaining in their knowledge of the full range of subjects.

There are still some curriculums, including the early years, that need further refinement.

Reading sits at the heart of the school. Teachers and teaching assistants are confident in the teaching of phonics.

From Reception to Year 3, pupils' reading is becoming fluent because of the attention to detail that staff provide. Pupils have a love of reading, both fiction and non-fiction. Leaders have provided an exciting school library.

Pupils spoke of their enjoyment of choosing books weekly to read or share with their families. Some older pupils do not have sufficient guidance in their choice of reading books.

Despite the many difficulties in staffing over the past two years, Year 6 pupils are ready for the next stage in their education.

Leaders have thought carefully about how to make this happen. Their planning and thinking have paid off. This is a typical example of the ingenuity of leaders to ensure pupils are receiving the best possible education.

Disruption to learning is rare. Pupils understand how to behave. For example, children in Reception sit and listen respectfully to each other.

Reception staff use rhymes and songs effectively to encourage routines. In other year groups, pupils also engage positively with the curriculum at an appropriate level. Therefore, in most subjects, pupils build successfully on their learning, so that they know and remember more over time.

Pupils with special educational needs and/or disabilities (SEND) receive a high level of targeted support. The special educational needs co-ordinator, who is the headteacher, goes the extra mile to make sure pupils with SEND have their needs met. As a result, pupils with SEND understand the school curriculum.

Staff make every effort to provide pupils with positive experiences that enrich their personal development. For example, pupils in Year 5 are going on a residential trip. Extra-curricular clubs, from archery to choir, happen after school.

Pupils, including the disadvantaged and those with SEND, attend in line with others. The school participates in the daily mile to improve physical health. Pupils enter local sports competitions on a regular basis with many successes.

The school provides healthy nutritional lunches. Pupils learn about healthy eating within science.

The personal, social, health and economic curriculum educates pupils to become a responsible citizen of the future.

Pupils learn about both the school and British values which reinforces their understanding of democracy, respect, compassion and tolerance. The focus on oracy helps pupils to debate a range of topics in a measured way.

Safeguarding

The arrangements for safeguarding are effective.

Staff receive regular and up-to-date training. They know how to identify and report any concerns about pupils who may be vulnerable. Leaders of safeguarding make sure that external support is provided, at the right level, to keep pupils safe.

Recruitment checks are undertaken vigilantly. The school has suitable policies in place to raise awareness among staff and parents about the dangers of sexual harassment, online sexual abuse and sexual violence. Pupils are aware of safeguarding risks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few curriculums, including the early years, pupils are not gaining knowledge in a carefully sequenced way. As a result, some pupils are not building on prior learning effectively. Leaders must ensure that curriculums are planned and implemented well, so that pupils learn more and remember more over time.

• A few older pupils shared concerns about some disrespectful behaviour they have experienced, mainly verbal, during social times. As a result, a minority of pupils feel uncomfortable about the way their peers behave towards them. Leaders must ensure that strong communication and education lead to a culture of respect continuously.

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